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All Journal Journal of English Language Teaching and Linguistics
Mohammed Zeriouh
ENS Meknes, Moulay Ismail University
Education

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Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates com Insaf Khoudri; Mohammed Zeriouh
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(2), August 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i2.1043

Abstract

Learner autonomy is one of the predictors of academic performance. Many researchers have argued that moving from secondary to higher school is a big transition. Shifting the focus from teacher-centeredness to learner-centeredness, learners in higher school display less reliance on their teachers to carry on their learning. Throughout this process, learners develop their autonomy and boost their independence. However, numerous studies revealed that most students are unaware of this shift. The purpose of this paper is to assess the autonomy of Moroccan EFL undergraduate students during the Covid-19 pandemic. Equally, this study aims at developing awareness of some strategies and techniques students use to increase their autonomy and self-independence. To achieve this purpose, the study employed a quantitative approach. A Likert scale-based questionnaire was administered to 100 (55 males and 45 females) EFL Moroccan undergraduate students. The research data was generated and analyzed using SPSS. Statistical analysis revealed that during the Covid-19 pandemic (69%) of EFL students were not aware of their role as independent and autonomous learners. Likewise, only (30%) of them were involved in syllabus design. Nevertheless (49%) of EFL students revealed their readiness to be part of decision-making concerning the teaching-learning process. The study results suggest that the use of the internet, self-managerial skills, peer and teacher collaboration are among the effective strategies students employ to increase their autonomy and self-independence alike.
Enhancing EFL Learner Autonomy through Project-Based Learning: The Case of Secondary School Students Insaf Khoudri; Abderrafii Khoudri; Mohammed Zeriouh
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(3), December 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i3.1199

Abstract

With the 21st century constant changes and demands, heated debate on ways to enhance Moroccan EFL students’ autonomy has sparked the interest of stakeholders. Although learner-centered teaching has been recommended in the past few years, teacher-centered instructional styles are; however, predominating in real teaching-learning practices. Autonomous learning skills and self-directed learning are needed in the twenty-first century, and project-based learning is a way to respond to that requirement. The purpose of this paper is to investigate if project-based learning could enhance the autonomy of learners in a Moroccan EFL context. Similarly, this research aims at interviewing the presenters’ peers on their performance; a method whereby they could develop critical thinking skills. To achieve this purpose, data was collected through a self-assessment questionnaire and a semi-structured interview. The participants were a classroom of 17 Secondary (2nd baccalaureate) school students. Results demonstrated that project-based learning enhances learner autonomy and responded to the demands of the 21st century skills. Likewise, based on the findings, learners managed to improve their autonomy during the implementation of project-based learning, and levels of autonomy vary among learners. Future researchers need to take into consideration that not all learners maintain a positive view concerning project-based learning perhaps they are accustomed to teacher spoon-fed and hand hold; consequently, they become passive. To deal with this dilemma, teachers had better remind students repeatedly that project-based learning contributes in boosting their autonomy and prepares them for the post-graduation exigencies.
Co-Authors Abderrafii Khoudri Insaf Khoudri Insaf Khoudri