2018 Volume 42 Issue 2 Pages 167-182
The purpose of this research is to develop an English teaching guidance program that generates autonomous learning and to verify the effects of the program. This is a practical study on autonomy in the classroom. While conducting the research, we (1) adopted the concept of self-regulated learning. This concept led us to focus on students’ behavior in the classroom. Three core elements were identified to promote autonomy for learners' development, "meta-cognition", "motivation", and "acquisition of learning strategies". These main elements were adapted into the guidance program to foster autonomous learning. (2) The program was given to instructors to carry out in their first-grade Junior High School classrooms. The data was collected before and after the implementation. The results show that the program verified that the above three core elements acted effectively and had a certain degree of effect to produce autonomous learning.
