The paper titled "Revisiting Saudi EFL Learners’ Autonomy: A Quantitative Study" focuses on investigating the autonomy beliefs of Saudi EFL (English as a Foreign Language) learners, the relationship between these beliefs and their autonomy practices, and the primary obstacles hindering their autonomy.
The study aims to provide an in-depth understanding of learner autonomy within the Saudi EFL context, adopting Little’s (2011) alternative view of learner autonomy as its theoretical framework. This perspective challenges the traditional dichotomous classification of learners as either autonomous or non-autonomous, arguing instead that autonomy is an inherent human trait, though its manifestation in language learning may vary.
The research employed a quantitative methodology, surveying 350 male students enrolled in university-required English courses at a public university in Saudi Arabia. A Likert-scale questionnaire, divided into sections on autonomy beliefs, practices, and obstacles, was used to collect data. The study then conducted statistical analyses using SPSS version 26, including Pearson’s correlation analysis and a Paired t-test, after ensuring the data were normally distributed.
Key findings of the study revealed that Saudi EFL learners generally perceive themselves as autonomous, with a high mean score of 3.67 out of 5 in autonomy beliefs. The analysis showed no significant difference between autonomy beliefs and practices, but there was a moderate positive correlation between the two, indicating that learners' practices are somewhat aligned with their beliefs. The study also identified significant obstacles to autonomy, including over-reliance on teachers, a focus on test results, and limited opportunities for learners to express their opinions and discuss learning strategies.
In conclusion, the study underscores the importance of addressing the identified obstacles to foster greater autonomy among Saudi EFL learners. It suggests that overcoming these challenges could have positive implications for language learning outcomes. The study also acknowledges limitations, such as the exclusion of female participants and reliance on quantitative data, and recommends further research using mixed methods to explore the complex dynamics of learner autonomy in different contexts.