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All Journal Borneo Journal of English Language Education Edu Cendikia: Jurnal Ilmiah Kependidikan Borneo Community Health Sevice Journal Research and Innovation in Applied Linguistics Journal of Community Empowerment E-Amal: Jurnal Pengabdian Kepada Masyarakat
Eppendi, Jhoni
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Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Dentistry Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Nursing Physics Social Sciences Other

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Journal : Research and Innovation in Applied Linguistics

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Fostering Learner Autonomy in EFL Classroom: The Impact of New Learning Guidelines and Relational Pedagogy EPPENDI, Jhoni; ANWAR, Azwar; LAKSANA, Jamie Anugerah Keeyan
Research and Innovation in Applied Linguistics Vol. 3 No. 2 (2025): [August]
Publisher : Politeknik Negeri Ujung Pandang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31963/rial.v3i2.5523

Abstract

Learner autonomy is a critical outcome in EFL education, yet the mechanisms through which instructional frameworks and educator behavior influence autonomous learning remain underexplored. This study investigates the impact of the New Learning Guidelines, a structured pedagogical framework, on the development of learner autonomy among undergraduate EFL students. Employing an explanatory sequential mixed-methods design, the study involved 539 students categorized into positive (n = 78) and negative (n = 462) attitudinal groups. The quantitative data were collected through structured questionnaires, and qualitative data were collected via semi-structured interviews. Quantitative findings revealed that students with positive attitudes demonstrated substantial gains in goal setting, strategic planning, and self-monitoring, whereas those with negative attitudes showed limited improvement from structure alone. Thematic analysis underscored the role of relational scaffolding, emotionally responsive, supportive teacher-student interactions as a critical factor in fostering autonomy among disengaged learners. These findings challenge deficit-based perspective on learner motivation and advance autonomy theory by emphasizing its socio-relational dimension. The study suggests EFL educators may integrate clear instructional guidelines with affective and relational pedagogies to address diverse learner dispositions. Practically, the findings underscore the need for teacher training programs to integrate relational strategies with structural management to promote learner autonomy effectively.
Co-Authors Abiyyu, Raihan Langgeng Agus, Rianto Ahmatang Ahmatang Alogori, Ahsin Anwar, Azwar Cahyani, Reni Tri Farid Helmi Setyawan, Farid Helmi Gela, Friska Angelika Gusriani Gusriani Hartika, Andi Yuniarsy Hasana, Nurul Imra, Imra Irwan, M Kelen, Erliana LAKSANA, Jamie Anugerah Keeyan Muhammad Ilham Nurhana, Nurhana Oktafiani, Megawati Ramli Ramli Romadon, Mohammad Tepi, Maria Lilista Vega, Nofvia De Vega, Nohvia De Yahuda, Yeniana