The Relationship Learner Autonomy and Language Learners' EFL Achievement: Debre Tabor Town   Grade Eleven Students in Focus

Mucheye, Tesfa

dc.contributor.author	Mucheye, Tesfa
dc.date.accessioned	2019-11-15T07:54:54Z
dc.date.available	2019-11-15T07:54:54Z
dc.date.issued	2019-11-15
dc.identifier.uri	http://hdl.handle.net/123456789/10009
dc.description.abstract	Abstract Learner autonomy is considered both as a means of language learning through learner responsibility and as a goal of language education in producing lifelong learner. These advantages have recently attracted scholars in the field of language education. This correlational survey study examines the relationship of learners' autonomy in EFL learning and their EFL achievement. Samples of 328 students through simple random and 13 EFL teachers through available sampling methods, as well as three FGDs each constituting six members were participated in the study. The data collected through five level Likert like questionnaire, document analysis and FGD revealed that EFL learners' responses M= 2.65 significantly below t(317)=- 13.589, p<0.01 the expected level (3). Document analysis also shows that the participants’ EFL achievement M=58.05 is below the expected (75). In addition, FGD indicated that EFL learners' responses exhibited some level of autonomy in limited aspects of autonomy. However, Pearson product movement analysis for the relationship of autonomous learning and EFL achievement revealed that strong positive correlation r=0.801 significant at p<0.01, 2-tailed, exists between the two variables. Thus, promotion of autonomy should be considered to support students’ learn independent of their teacher for better EFL achievement.	en_US
dc.language.iso	en	en_US
dc.subject	English Language and Literature	en_US
dc.title	The Relationship Learner Autonomy and Language Learners' EFL Achievement: Debre Tabor Town Grade Eleven Students in Focus	en_US
dc.type	Thesis	en_US