The Korean Association for the Study of English Language and Linguistics

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Korea Journal of English Language and Linguistics - Vol. 21

[ Article ]
Korea Journal of English Language and Linguistics - Vol. 21, No. 0, pp.19-43
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Print publication date 31 Jan 2021
Received 15 Dec 2020 Revised 10 Jan 2021 Accepted 25 Jan 2021
DOI: https://doi.org/10.15738/kjell.21..202101.19

영어 학습자의 자율성 연구에 대한 고찰
정다운 ; 안경자
서울서이초등학교
서울교육대학교

A systemic review on English language learner autonomy
Da-Un Jeong ; Kyungja Ahn
Teacher, Seoul Seo2 Elementary School, Tel: 02-3474-7021 (daunjeong@sen.go.kr)
Professor, Seoul Nat’l Univ. of Education, Tel: 02-3475-2565 (kjahn@snue.ac.kr)

© 2021 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aims to review and analyze research articles on English language learner autonomy in academic journals on English language teaching published in South Korea in recent 20 years. A total of 90 articles were analyzed according to research periods, participants, methods, and themes. The results showed that the number of learner autonomy research has increased since 1998. The favored research participants were college students followed by elementary, middle school and high school students. Recently more studies were conducted with mixed level students, teachers, and experts. Mixed and quantitative methods were evenly dominant research methods, but mixed methods have been more popular in recent years. In terms of research themes, teaching and learning methods appeared most often, while there emerged a variety of themes such as correlations among variables related to self-directed learning ability, textbook analysis and development of instructional models as well as the concept of learner autonomy, learners’, parents’, and teachers’ perceptions of learner autonomy. Based on the findings, important pedagogical implications and future directions for research regarding English learner autonomy were suggested.


Keywords: learner autonomy, self-directed learning, self-management competence, English language learner, English education

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