Developing Learner Autonomy: The Perceptions and Needs of Japanese EFL Learners

Abstract

Learner autonomy is one of the keys to successful language learning. Although Asian learners have been described as rather less autonomous compared with their Western counterparts, any learner can be autonomous if adequate support is provided. This study investigated the perceptions of Japanese university EFL learners in developing learner autonomy and explored how teachers can guide their learners to be more autonomous. An online questionnaire and semi-structured interviews were conducted with both lower and higher proficiency learners. The study results show that learners of different proficiency levels have varying needs to enhance their learner autonomy. However, regardless of their current proficiency and autonomy levels, the participants expressed the need for teacher support to increase their autonomy levels. Based on their needs, this study offers possible autonomy enhancing classroom practices that are level appropriate. Since its contribution to successful language has been widely accepted, for some decades now enhancing learner autonomy (LA) has been a major theme in language education. However, what is frequently said is that LA is rather a Western concept, and not suitable for Asian contexts (Sakai, Takagi, & Chu, 2010). Nevertheless, Asian students can demonstrate levels of LA as high as those of their Western counterparts if adequate LA training is provided (Ahmadi & Mahdavi-Zafarghandi, 2013; Littlewood, 1999). Nunan (2003) supports this view, stating that autonomy and dependence exist on a continuum and are not completely distinct constructs; degrees and levels of autonomy exist. Bearing this idea in mind, regardless of the cultural contexts in which learners learn, teachers can play a significant role in guiding learners to be more autonomous (Chan, Spratt, & Humphreys, 2002). Although a large body of literature exists regarding LA, research that focuses on LA and proficiency levels in a Japanese university EFL context is still scarce. Based on the premise that Asian learners can be autonomous, this study focuses on examining the LA perceptions of Japanese university EFL learners and aims at exploring ways through which teachers can encourage learners to attain higher levels of LA. In this paper, the perceptions of lower and higher proficiency learners in developing autonomy will be explored, and then practical ideas for promoting LA will be outlined so that teachers can encourage both lower and higher