Teachers' Challenges in Promoting Learner Autonomy
The Socio-Cultural Barrier of Indonesia EFL Teachers
Abstract
The concept of learner autonomy has garnered significant attention from scholars, educators, policy makers, and researchers across various countries. However, In Indonesia, the body of research dedicated to learner autonomy is still growing, with specific attention needed to identify potential obstacles that might deter its promotion. This study, therefore, aims to delve into the socio-cultural challenges encountered by secondary school teachers when fostering learner autonomy.This investigation is crucial, as socio-cultural influences appear to be a significant barrier for English as a Foreign Language (EFL) students in Indonesia. The study adopted a qualitative descriptive research approach, utilizing a purposive sampling technique to select participants based on specific criteria. These included senior high school teachers with over five years of experience at their respective schools, who were also willing to participate in interviews. In total, six English teachers from different senior high schools within a single Indonesian province contributed to this study. The data were collected through semi-structured interviews, and the teachers' responses were quoted and interpreted in light of the data analysis and supporting theories from relevant literature. The findings revealed three primary socio-cultural barriers impeding the promotion of learner autonomy: (1) barriers due to language issues, (2) barriers related to a limited worldview, and (3) institutional barriers. This research implies that promoting learner autonomy in language learning requires adjustments in teaching strategies, curriculum design, and institutional policies. Research suggestions are also provided to further research to address the limitation of the current study.
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References
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Benson, P. (2011). Teaching and researching autonomy (2nd ed.). New York, NY: Routledge.
Bhattarai, P. (2021). English Language Teachers' Perceptions and Practices on Learner Autonomy in Nepalese Context. REiLA: Journal of Research and Innovation in Language, 3(1), 17-25.https://doi.org/10.31849/reila.v3i1.6064
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Byram, M., & Wagner, M. (2018). Making a difference: Language teaching for intercultural and international dialogue. Foreign Language Annals, 51(1), 140-151. https://doi.org/10.1111/flan.12319
Cahyana, U., Supatmi, S., & Rahmawati, Y. (2019). The Influence of Web-Based Learning and Learning Independence toward Student's Scientific Literacy in Chemistry Course. International Journal of Instruction, 12(4), 655-668. https://doi.org/10.29333/iji.2019.12442a
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Coghlan, S., Miller, T., & Paterson, J. (2021). Good proctor or “big brother� Ethics of online exam supervision technologies. Philosophy & Technology, 34(4), 1581-1606.
Creswell, J. W. (2009). Research design: Qualitative, quantitative, and mixed method approaches (3rd ed.). Los Angeles: SAGE Publication.
De Bellis, E., & Johar, G. V. (2020). Autonomous shopping systems: Identifying and overcoming barriers to consumer adoption. Journal of Retailing, 96(1), 74-87.
Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2020). Investigating the effects of English language teachers' professional identity and autonomy in their success. Issues in Language Teaching, 9(1), 1-28. http://dx.doi.org/10.22054/ilt.2020.52263.496
Donaldson, C., Villagrasa, J., & Sánchez, F. (2021). Learner profile mapping: Stimulating autonomous motivation in entrepreneurship education. Industry and Higher Education, 35(4), 384-402.
Feryok, A. (2020). Perezhivanie and experiencing in language teacher development. European Journal of Applied Linguistics and TEFL, 9(2), 25-43.
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1), 1738184. https://doi.org/10.1080/2331186X.2020.1738184
Ghazali, F. A. (2020). Challenges and Opportunities of Fostering Learner Autonomy and Self-Access Learning During the COVID-19 Pandemic. Studies in Self-Access Learning Journal, 11(3). https://doi.org/10.37237/110302
Hilvert-Bruce, Z., Neill, J. T., Sjöblom, M., & Hamari, J. (2018). Social motivations of live-streaming viewer engagement on Twitch. Computers in Human Behavior, 84, 58-67. https://doi.org/10.1016/j.chb.2018.02.013
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
Hollie, S. (2017). Culturally and linguistically responsive teaching and learning: Classroom practices for student success. Teacher Created Materials. https://digitalcommons.csp.edu/teacher-education_masters/58/
Hyland, K., Wang, W., & Jiang, F. K. (2022). Metadiscourse across languages and genres: An overview. Lingua, 265(103205), 10-1016.
Kaharuddin, A. (2018). The communicative grammar translation method: a practical method to teach communication skills of English. ETERNAL (English, Teaching, Learning, and Research Journal), 4(2), 232-254. http://dx.doi.org/10.24252/Eternal.V42.2018.A8
Kazakova, J. K., & Shastina, E. M. (2019). The impact of socio-cultural differences on formation of intrinsic motivation: The case of local and foreign students. Learning and Motivation, 65, 1-9. https://psycnet.apa.org/doi/10.1016/j.lmot.2018.10.001
Khotimah, K., Widiati, U., Mustofa, M., & ... (2019). Autonomous English learning: Teachers' and students' perceptions. In Indonesian Journal of …. researchgate.net https://doi.org/10.17509/ijal.v9i2.20234
Kieran, L., & Anderson, C. (2019). Connecting universal design for learning with culturally responsive teaching. Education and Urban Society, 51(9), 1202-1216. http://dx.doi.org/10.1177/0013124518785012
Kistyanto, A., Rahman, M. F. W., Wisandiko, F. A., & Setyawati, E. E. P. (2021). Cultural intelligence increase student's innovative behavior in higher education: the mediating role of interpersonal trust. International Journal of Educational Management. https://doi.org/10.1108/IJEM-11-2020-0510
Klimanova, L., & Hellmich, E. A. (2021). Putting local on the MAP: A model for engaging foreign language students with local cultures. Foreign Language Annals, 54(1), 158-184. https://doi.org/10.1111/flan.12493
Lengkanawati, N. S. (2017). Learner autonomy in the Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 6(2), 222-231. https://doi.org/10.17509/ijal.v6i2.4847
Lin, L., & Reinders, H. (2019). Students' and teachers' readiness for autonomy: Beliefs and practices in developing autonomy in the Chinese context. Asia Pacific Education Review, 20, 69-89.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. http://dx.doi.org/10.1017/S0261444820000488
Liu, M. C., Huang, Y. M., & Xu, Y. H. (2018). Effects of individual versus group work on learner autonomy and emotion in digital storytelling. Educational technology research and development, 66(4), 1009-1028. https://doi.org/10.1007/s11423-018-9601-2
Ma'wa, J., & Madya, S. (2021). EFL Teachers' Beliefs in Learner Autonomy: A Study on Non-Formal Education Context in Indonesia. In Indonesian Journal of EFL and Linguistics. scholar.archive.org. http://dx.doi.org/10.21462/ijefl.v6i2.404
Mardjuki, M. S. (2018). Learner autonomy: Gender-based perception among EFL Indonesian students. Indonesian Journal of EFL and Linguistics, 3(1), 1. http://dx.doi.org/10.21462/ijefll.v3i1.46
Martha, Y. N., Gustine, G. G., & Muslim, M. (2021). Exploring efl teachers' beliefs on the implementation of learner autonomy in online classrooms. Journal of English Language Education, 4(1), 90-106. https://doi.org/10.20414/edulangue.v4i1.3454
Matthews, G., Lin, J., Panganiban, A. R., & Long, M. D. (2019). Individual differences in trust in autonomous robots: Implications for transparency. IEEE Transactions on Human-Machine Systems, 50(3), 234-244.
Melvina, M., & Julia, J. (2021). Learner autonomy and English proficiency of Indonesian undergraduate students. Cypriot Journal of Educational Sciences, 16(2), 803-818. https://doi.org/10.18844/cjes.v16i2.5677
Melvina, M., & Suherdi, D. (2019). Indonesian ELT Teachers' Beliefs toward Language Learner Autonomy. 257(Icollite 2018), 239-242. https://doi.org/10.2991/icollite-18.2019.53
Mynard, J. (2019). Self-access learning and advising: Promoting language learner autonomy beyond the classroom. In Innovation in language teaching and learning (pp. 185-209). Palgrave Macmillan, Cham. https://link.springer.com/chapter/10.1007/978-3-030-12567-7_10
Niño, A. (2020). Exploring the use of online machine translation for independent language learning. Research in Learning Technology, 28.
Nurhayati, N., Jambari, O., Nehe, B. M., Cahyono, H., Siswanto, P., & Nugroho, A. S. (2021). EFL Teachers’ Beliefs and Practices About Learner Autonomy. Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 2020), 535, 110–112.https://doi.org/10.2991/assehr.k.210304.025
Papamitsiou, Z., & Economides, A. A. (2019). Exploring autonomous learning capacity from a self-regulated learning perspective using learning analytics. British Journal of Educational Technology, 50(6), 3138-3155. https://psycnet.apa.org/doi/10.1111/bjet.12747
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Published
2023-06-30
How to Cite
MARZUKI, Marzuki; INDRAWATI, Inda; H, Ismail Yunus.
Teachers' Challenges in Promoting Learner Autonomy.
Pioneer: Journal of Language and Literature, [S.l.], v. 15, n. 1, p. 119-137, june 2023.
ISSN 2655-8718.
Available at: <https://unars.ac.id/ojs/index.php/pioneer/article/view/2853>. Date accessed: 06 dec. 2025.
doi: https://doi.org/10.36841/pioneer.v15i1.2853.
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