Understanding Learners Autonomy through Students’ Voices: Insights from ESL Undergraduate learners at University of Sindh

Abstract

The aim of this paper is to investigate learner autonomy among undergraduate ESL learners, with a exacting focal point on BS English students at the Institute of English language and literature, University of Sindh, Jamshoro. The paper aims to investigate learners’ beliefs and experiences concerning learner autonomy and to recognize the responsibilities, capability and confronts related with autonomous language learning in a higher education context. Considering learner autonomy is measured a necessary academic goal, as it plays an important part in sustaining efficient language learning. To attain the aims of the study, a qualitative research design was employed, and semi structured interviews were conducted with 30 purposively selected undergraduate students representing diverse levels of academic performance. The interview data were analyzed using thematic analysis following Braun and Clarke’s (2006) framework. The results reveal that learners first and foremost conceptualize autonomy in terms of psychological skills, technical skills and institutional and curriculum related constrains. Learners related learner autonomy with inner characteristic such as motivation, confidence, self-regulation, and emotional control as well as autonomous resource use self monitoring and proactive learning practices. The study emphasizes the requirement for helpful institutional exercises and learner centered approaches to successfully promote learner autonomy in Pakistani higher education contexts.