Fostering learner autonomy in EFL reading: a study of strategy-based instruction at two Indonesian universities

Abstract

The ‘ultimate’ goal in teaching foreign languages has been proposed for many years as learner autonomy. To put it broadly, learner autonomy needs total responsibility for learning and independence instead of dependence on others. This study outlines six approaches—resource, technology, learner, classroom, curriculum, and teacher—that support the development of learner autonomy. To explore learner autonomy approaches through strategy-based Instruction, this study investigates two reading classes implemented by experienced lecturers at two Indonesian universities, private and public universities. The two lecturers used strategy-based instruction to teach EFL reading skills. This multiple case study lasted six months, collecting data from observation, semi-structured interviews, and students’ journals. Based on the Learner Autonomy approach framework, this study reveals that only five out of six approaches were used by the lecturer participants: While the resource-based approach and the technology approach were mainly employed for assignment after-reading activities, the learner, teacher, and classroom approach were used mainly to promote the learner autonomy. The implications show that educators or practitioners can use practical learner autonomy approaches through strategy-based instruction both within and outside the classroom.