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Readiness for Self-Access Language Learning: A Case of Iranian Students

Author(s): Razieyeh Ahmadi

Journal: Studies in Self-Access Learning Journal
ISSN 2185-3762

Volume: 3;
Issue: 3;
Start page: 254;
Date: 2012;
Original page

Keywords: self-access language learning | learner autonomy | learner responsibility

The main aim of this study was to investigate Iranian English for Specific Purposes’ students’ perceptions and behaviors related to autonomous self-access language learning. The researcher defined autonomy in terms of responsibility and decision-making abilities in different areas of second language learning such as: choosing activities and materials inside and outside of the class, courses objectives, evaluating learning, and their course In order to reach these aims, a questionnaire by Chan, Humphreys, and Spratt (2002) was distributed among 133 Law major students at two universities in Guilan province (North of Iran) University of Guilan and Anzali Azad University. The results showed that students seem ready to take more responsibility and control for some aspects of their learning, but need some support and control from their teachers in other aspects of learning.

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