Language Learning Strategies and Learner Autonomy: The Case of Indonesian Tertiary EFL Students

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Daflizar
Urip Sulistiyo
Dairabi Kamil

Abstract

This study aimed at investigating the language learning strategies and autonomy of 76 Indonesian EFL university students and examining the correlations between the two. The Oxford's (1990) Strategy Inventory for Language Learning (SILL) for ESL/EFL learners was used to collect the data on students’ language learning strategy use and an adapted questionnaire developed by Chan et al. (2002) was used to assess students’ autonomy. The results revealed that the Indonesian EFL students were medium users of memory, cognitive, compensation, affective, and social strategies but high users of metacognitive strategies. The participants also had positive perceptions of their autonomous learning abilities and did engage in several autonomous activities both inside and beyond the classroom. However, many of the most preferred out-of-class activities are more receptive rather than productive language use. Significant correlations were found between students’ language learning strategy use and their perceptions of their abilities, and between their strategy use and the practices of autonomous English language learning outside the class. Practical implications for English language teaching in the Indonesian context are put forward.

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Author Biographies

Daflizar, English Education Department, Education and Teacher Training Faculty, State Islamic Institute of Kerinci, Indonesia

A senior lecturer at the English Education Department of the Faculty of Education and Teacher Training, State Islamic Institute of Kerinci, Indonesia. He obtained his Master’s degree in TESOL and Ph.D. degree in Education (TESOL) from the University of Canberra, Australia. His research interests include learner autonomy, language learning strategies, language teaching and learning, technology-based language learning, and language learning motivation.

Urip Sulistiyo, English Education Department, Education and Teacher Training Faculty, Universitas Jambi, Indonesia

A senior lecturer at the English Department of the Faculty of Teacher Training and Education of Jambi University. His research interest is in the areas of language learning, curriculum and material development, teacher education, and teacher professional development.

Dairabi Kamil, Education Department, Education and Teacher Training Faculty, State Islamic Institute of Kerinci, Indonesia

A senior lecturer at the English Education Department of the Faculty of Education and Teacher Training, State Islamic Institute of Kerinci. He holds a Ph.D. in Curriculum and Instruction from the Faculty of Education, International Islamic University, Malaysia, an M.Ed. in TESOL from Monash University, Australia, and a B.Ed. from Jambi University, Indonesia. His research interests include English teacher professional development, curriculum and instruction, and teaching materials development.

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