Enhancing Learner Autonomy amongst Young EFL Learners in a Rural Area: An Ethnographic Study and Praxis Interventions

Abstract

Learner Autonomy (LA) is acknowledged as being beneficial to EFL education, particularly in rural areas where resources are scarce. However, LA enhancement should be implemented with careful consideration to the context. This study consisted of two parts. The first part, the ethnographic study, aimed to (1) explore the awareness of LA among the stakeholders including the administrators, English teachers, guardians and local community, and (2) to explore the meanings and patterns of LA among young EFL learners in a rural school in Northeastern Thailand. This part is a qualitative study combining the data collection methods of non-intrusive and participation observations, interviews, diary writing, field notes and analysis of documents and students’ assignments in English of the 37 fifth graders and their stakeholders. The findings revealed that the stakeholders welcomed the concept in theory, but were not familiar with its practices. Meanwhile, most young EFL learners were found to possess readiness and willingness regarding their beliefs, attitudes, optimism and motivation to embrace LA. However, they were markedly lacking in cognitive and metacognitive abilities. Accordingly, praxis interventions (PIs) of learner and teacher developments were constructed to (3) implement and evaluate how the PIs could help to enhance LA in the rural school. The PIs consisted of a project-based learning (PBL) course for all the 149 sixth graders for one hour per week in one semester and counseling program only for the 10 focal participants selected by purposive sampling, while the four English teachers participated in a workshop and field trip. The PBL course utilized the already existing textbook, Projects: Play & Learn. In addition to the aforementioned qualitative data collection methods, the quantitative national exams (ONETs) pretest and posttest scores and one questionnaire were used to evaluate the focal participants and the teachers respectively. The results showed that all students were receptive to PBL and LA enhancement, while the English teachers’ morale still needed boosting. The national standardized achievement test, ONET 2015, showed higher average scores for all Grade 6 students treated with PBL as well as for the ten focal participants. This was the first time that the average of the school ONET scores became higher than the national average in 3 years. It was concluded that through the PIs rural teachers could make the most of existing resources sensitized to the context to gradually enhance LA in young EFL learners leading to a higher achievement in their learning. Meanwhile the young EFL learners should be enhanced to take charge of their own learning and develop a sense of agency to overcome their socioeconomic and academic disadvantages in a rural area.