Strategies associated with learner autonomy espoused by English language learners in the context of Bangladesh

Abstract

Learner autonomy has always been an extensively accepted phenomenon within the English language learning scenario. However, the recent discourse on English language teaching and learning in Bangladesh demonstrates that people are only aware of the term 'autonomous learning', but fail to understand how learners adapt to learner autonomy. The specific approaches autonomous learners employ to facilitate independent learning have yet to be fully understood. This study will focus on the strategies individuals across various age groups use to cultivate personalized learning autonomy and optimize their English language competence. The study's conceptual framework has been developed by integrating concepts including intrinsic and extrinsic motivation theories, friends' reinforcement, learners' differences, and real-world learning. Set in the interpretive paradigm, the research follows the qualitative approach. A multiple case study design has been employed to examine participants' subjective responses with significant precision. Participants were chosen using the purposive sampling method. A total of six participants were selected from three distinct age categories: two secondary-level students aged fifteen to eighteen, two undergraduate-level students aged twenty to twenty-four, and two adult learners aged over thirty. The results will provide insight into the different strategies adopted by various age groups of English language learners concerning learner autonomy. This research offers significant implications for English Language Teaching (ELT) professionals, administrators, and policymakers in Bangladesh as it provides valuable insights into the effective integration of autonomous learning strategies inside the traditional education system.