Fostering Learner Autonomy in an EFL Classroom Through an Action Research by Adapting Extensive Listening Activities

Abstract

This paper describes how learner autonomy can be enhanced through adapting extensive listening activities in an EFL (English as a Foreign Language) classroom. Seven non-English major junior students participated in a small-scale action research project, conducted in a listening class. They were encouraged to listen to English materials outside the classroom and to write a listening report (a summary of the content and their reflection on it). The teacher-researcher and students shared their reports in class in English. Analyses of research notes and participants’ reports, as well as their end-of-semester reflections, showed how they became more autonomous learners and why. All the students enjoyed the activity, valued sharing their reflection, and increased perceived self-efficacy in their English skills. These findings are compatible with previous research claims that extensive listening enhances self-efficacy and that metacognitive knowledge gained by engaging in activities and reflections influences behaviour and positively affects learning. Focus group interviews confirmed the benefits of encouraging extensive listening activities and sharing reflections in the classroom. Their appreciation of the activity indicates enhanced learner autonomy.