Subject: Major 4: Language and Society

Teacher: Ms. Neilfarose Bibaoco

A Research Summary
Learner Autonomy and Vocabulary Development for Female Learners of English as a Foreign Language at a College Level in the Kingdom of Saudi Arabia
Author: Norah Mansour Almusharraf
Graduate School of the University at Buffalo, State University of New York

OBJECTIVES OF THE STUDY FRAMEWORK METHODOLOGY FINDINGS/ RESULT IMPLICATIONS

This dissertation aims to examine This literature review is mainly A. Methods The main findings of this study can Pedagogical Implications
EFL teachers’ perceptions regarding based on the premise of two This study is a qualitative be grouped into areas related to
the most effective English educational philosophies: exploration of teachers, students, teachers and students. For the This study raises some implications
vocabulary learning techniques and constructivism and transformative curricula, and teaching practices teachers, the majority of them for language teachers and
the extent to which learner learning theory. These theories are surrounding the implementation of were not aware of the benefits of researchers who advocate for
autonomy is promoted in two selected because they complement learner autonomy. The ways in learner autonomy and applicability learner autonomy theory and
different English language the key element framing my study, which teachers can foster in EFL students’ language practice.
classrooms in the KSA. It also aims which focuses on fostering autonomy in vocabulary development. Coupled with that is
to explore the students’ views of autonomy in vocabulary learning. development for EFL students in a lack of teachers’ professional 1. One implication for teachers in
autonomous learning and their Moreover, these educational Saudi Arabian universities has not expertise inside the EFL classroom, promoting autonomous learning
investment in learning English. philosophies are the extended been elucidated in the literature which played a critical role in offers specific guidance, models,
theoretical line of most of the before. Therefore, the proposed hindering learner autonomy in and specially adapted learning
In this study, I address the investigated empirical studies. study explores both teachers and learning vocabulary. There is a strategies of how to promote
following research questions: students’ perceptions and variability in the implementation of autonomy in and outside of the
A. Constructivism promotions of learner autonomy in autonomous learning, which is classroom.
1. What are the female EFL language learning does not involve language learning. The nature of found to be a significant factor in
teachers’ perceptions regarding the adopting sets of instructions, the research calls for gaining students’ intrinsic motivation and 2. Another significant implication is
most effective methods in English structures, and practices; instead, deeper insights and understandings engagement to develop vocabulary that the teacher’s role should be
vocabulary learning? each learner brings his or her own of the KSA educational setting and knowledge. Most teachers are not situated as a facilitator who can
2. To what extent, if any, do female understanding and relates it to the its implications for developing acquainted with the local context assist learners in overcoming their
EFL teachers in the two different target language or task at hand. autonomous learners. of culturally appropriate materials. difficulties, a manager who can
university English language Consequently, constructivist Lastly, on the institutional level, organize different activities and
classrooms promote learner approaches support self-directed there is substantial evidence of games that meet learners’
autonomy, with special attention to learning as an essential condition deficiency in preparing students for requirements and anticipations,
the domain of vocabulary for learner autonomy. This B. Study Site readiness in language teaching and and a counselor who can guide the
development? emphasis encourages autonomous This study was conducted at one learning. All eight participating EFL individual learner down a
3. What are the female students’ learning and the individual’s university in the Department of learners believed that promoting successful path of learning (Yan,
perceptions regarding autonomous contribution in learning. English Language and Literature in learner autonomy could 2012).
learning strategies in English the KSA. The university is a public productively increase students’
vocabulary learning? a. At the end B. Transformative university in the KSA. Most faculty vocabulary learning development Theoretical Implications
of one semester, how do the It has an impact on the change of members at the KSA’s universities and language learning. The
students evaluate the autonomy- critical perspectives in adult are hired from other countries research also found all EFL learners This study has endeavored to
fostering activities, if there are any, education (Welton, 1995). From including the United States, the were willing and capable of taking contribute to the literature in the
in terms of motivational value and this perspective, critical United Kingdom, India, Egypt, responsibility for their learning areas of students’ autonomy and
usefulness? consciousness refers to “a process Tunisia, and Syria. when encouraged by their teachers the benefits of autonomous
4. To what extent, if any, do female in which learners develop the to do so. Not surprisingly, all learning approaches in empowering
EFL students at the university ability to analyze, pose questions, C. Participants students evinced qualities of being vocabulary learning. This research
deploy autonomous learning and take action on the social, participating students from Level 7 bilingual. Not only did they show draws on the premises of a social
strategies while learning English political, cultural, and economic were randomly recruited from two their appreciation of the English constructivist framework and
(especially vocabulary) in a foreign contexts that influence and shape undergraduate classrooms in the language, but the use of students’ transformative learning theory,
language context? a. What are the their lives” (Dirkx, 1998, p. 3). As English department at one native language, Arabic, in self- both of which place the learner as
female students’ investments in explained by Dirkx (1998), university in the KSA. The students, exploring, comparing, and an agent in the sociocultural
English language learning? What transformational learning in adult as well as five of the teachers, were contrasting, assisted in their context of language learning.
strategies or approaches have they education is about “a meaning- all native speakers of Arabic. As for vocabulary development. The Because these theories
adopted to achieve their current making process” that helps build an the participant recruitment students’ attempts at autonomous complement the key element
level of proficiency? individual character who is process, the first eight students learning approaches led to their framing my study that focuses on
responsible for his or her learning who responded to the researcher’s sense of personal autonomy and fostering autonomy in vocabulary
development. This email were selected, and the first the student-centered classroom learning, the study examined the
transformational learning theory six teachers who responded to an resulted in a higher level of learner’s accountability to be
shares with constructivism the email invitation letter were engagement than the teacher- actively involved in the learning
tenets of raising students’ selected. Two of the teachers were centered classroom. The last process and being motivated to
knowledge of their own purposefully selected and four finding about the students pointed learn. Grounding the research
competence and gradually creating were randomly chosen. In English to their prior knowledge and real- findings on these two theories’
an independent learner and Level 7, there were two classrooms life experiences in language underpinnings also assisted in
thinker. This approach is a process of 47 students in total; 24 were in learning having had a remarkable exploring the various teaching
that requires the learner to explore one class and 23 in the other. Only influence on language methodologies that support
the social context, to self-evaluate, eight students participated, four development. The study breaks autonomous learning and
and to plan. from one classroom that utilized a significant ground in our identifying the gaps in teaching
teacher-centered approach, and understanding of the EFL classroom practices, which result in a lack of
four from a classroom that utilized dynamic that impacts students in transmission of knowledge and
a student-centered approach. their learning development. The students’ engagement in learning.
There were nine teachers who current research shows that the The classroom data also confirm
taught different English courses teachers’ education practices were the benefits of applying
during the summer term of 2017. mainly traditional, teacher-fronted transformative learning theory
However, only six teachers teaching, as only two out of six had inside EFL classrooms. The degrees
participated, including the two followed autonomous learning to which EFL teachers encourage or
teachers in the two different approaches. This finding suggests limit student interactions, answer
classrooms that teachers should plan carefully their questions, and help them in
for professional development creating character mapping
related to fostering autonomous techniques have a significant
learning in the local and contextual influence on student engagement
environment of the classroom. in the classroom. As such, teachers
These preparations should include need to provide stimuli that help
adhering to the educational students develop their confidence
administration policies in guiding and come up with innovative ideas.
learner autonomy to be part of
teaching-learning development.
The main issue in the KSA's higher
education system is that most
teachers simply come to the class,
lecture, give assignments and then
leave. The repetitive teaching
practice, as stated by the student
participants in the study, left
negative consequences regarding
their comprehension of course
material and academic
development. Therefore, this study
calls for teacher development
workshops to guide teachers
through a careful implementation
of independent practices and
 collaborative works so that
students can be prepared for the
skills needed in the future
workplace. Professional training
workshops can aid in providing
access to innovations in
educational teaching and learning
methods.

REFERENCES: Norah Mansour Almusharraf (2017). Learner Autonomy and Vocabulary Development for
Female Learners of English as a Foreign Language at a College Level in the Kingdom of Saudi Arabia
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