رویا حاجی هاشمی، کارشناسی ارشد آموزش زبان انگلیسی، دکتر امید طباطبائی

نام و نام خانوادگی:رویا حاجی هاشمی
عنوان پایان نامه:Submitted in partial fulfillment of the requirements For the degree of Master of Art
رشته تحصیلی:آموزش زبان انگلیسی
مقطع تحصیلی: کارشناسی ارشد ناپیوسته
استاد راهنما : دکتر امید طباطبائی
چکیده:
The present study was an attempt to investigate the effects of learners’ autonomy on learners’ engagement with the focus on proficiency level. The participants of this study were 60 students who were selected from adult female English learners that they had the same native language. They were chosen based on their performance in an Oxford Quick Placement Test, which assessed their proficiency levels ranging from pre-intermediate to upper-intermediate. The selection process took place at the Parnian Institute in Khomeinishahr, Isfahan, Iran. At the start of the treatment, the learners completed a student engagement questionnaire (SEQ) as a pretest to determine their level of engagement. Both pre-intermediate and upper-intermediate groups were then taught a learning package on autonomy learning for 15 sessions, each lasting 105 minutes. After the sessions, the SEQ was administered again as a post-test to measure the impact of autonomy on learners’ engagement. The results showed a significant difference in the average scores of the pre-intermediate and upper-intermediate participants on the posttest, indicating that learner autonomy had a considerable impact on their engagement. Furthermore, the effect of learner autonomy was more pronounced in the upper-intermediate group than in the pre-intermediate group. The findings can be useful for the teachers, researchers, and learners who are learning English as a second or foreign language.

کلیدواژه:: Learner Engagement, Learner Autonomy, Pre-intermediate, Upper-intermediate, Engagement Questionnaire