Taking Control: Fostering Learners’ Autonomy in Learning English Language

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Ariel E. San Jose
Verny T. Cartajena
Narcisa P. Decena
Jisiamar C. Geromo


This qualitative–phenomenological study unearthed the personal and meaningful experiences of the participants on the use of autonomous learning in their studies. Sixteen freshmen students were purposively chosen, and in-depth interviews were used to obtain the relevant information. The findings of the study revealed that autonomous learning is seen as an essential tool for learners to engross their learning efficiency. It allowed the participants to take responsibility for their advancements, developed their planning and prioritizing skills, improved self-decision, motivation, willingness, determination, interest to learn, heightened sense of accountability of their actions, allowed to understand their capabilities, and it was self-rewarding. However, careful planning and procedures were necessary for autonomous learning, such as readying self to learn, securing complete materials, developing the ability to ask help, setting a conducive environment, and setting specific timelines to be followed. The participants perceived these procedures were efficient in order to learn effectively. Moreover, they suggested that learners should not rely heavily on teachers rather learn to be self-directed, motivated, and delved beyond the learning horizon. It was implicated that autonomous learning is necessary, especially during this time of the pandemic, where students and teachers do not have face-to-face encounters, instead of everything is done online.

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