A Study of ESL Senior High School Students' Level of Language Learning Autonomy and its Relationship with their Style of Language Learning

Abstract

INTRODUCTION

The study of learning styles has become a significant aspect in the field of learning a second language or a foreign language. The awareness of learning styles benefits the language learners, but its awareness is inadequate to contribute to the success of the teaching and learning process. Thus, the research explored the relationship between learners' language learning autonomy.

METHODS

It used a descriptive study based on data collection and research. The objectives were to find out the major and minor learning style preference and language learning autonomy level and explore its relationship. Quantitative data was collected through the use of Perceptual LearningStyle Preference Questionnaire (Reid, 1987) and A Learner Autonomy Questionnaire (Zhang and Li, 2004). The given data set was analyzed through frequency distribution and percentages. In distributing the frequency, percentile ranking was then used.

RESULTS

The primary learning style preference of the respondents is auditory, where learners benefit from hearing audio tapes, discussions, and lectures. These learners also learn through conversing, teaching, or performing audio-related activities. On the other hand, learning autonomy was positively and significantly related to some of the learning style groups. Learning a language entails ownership from the learners to be successful in the end. The different contexts used in the present study -second language learners and previous studies -foreign language learners yielded some identical and dissimilar results.

DISCUSSIONS

The study has provided significant results on the preferred learning styles of senior high school students. The participants were highly autonomous learners making them interested in learning the English language. The study has provided no significant results on the preferred learning styles of senior high school students and language learning autonomy. However, the research contributed to the understanding of the students' educational needs and learning environment in terms of language learning.