The Relationship between Autonomy Perception and the Reading Comprehension Achievement of English Language Learners

Bayat Ö.

EGITIM ARASTIRMALARI-EURASIAN JOURNAL OF EDUCATIONAL RESEARCH, vol.11, no.42, pp.15-28, 2011 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 11 Issue: 42
  • Publication Date: 2011
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.15-28
  • Keywords: Autonomy perception, learner autonomy, meta-cognitive strategies, reading comprehension, English language learners
  • Dokuz Eylül University Affiliated: Yes


Statement of the Problem: Because some language learners are more successful than others, individual differences in motivation, anxiety, strategy, learning style, dependence, and independence, as well as how these influence language learning, have been investigated since the 1970's. The results of this research have helped define the characteristics of a good language learner who is capable of organizing her own learning process. The concept of autonomy has also emerged as a focal point in studies of language learning. While several researchers have investigated this concept, misconceptions about the implications of autonomy remain. Since the concept of autonomy is a multidimensional construct, it might be clarified by observing such behaviors as reading comprehension achievement. This study investigated the relationship between learner autonomy and reading comprehension achievement in a foreign language-learning context.