Abstract:
The present study aimed to examine and compare three variables indicating learner autonomy which were out-of-class English language learning activities, learning strategies, and attitudes towards autonomous English language learning of students in English Program and regular program. Furthermore, factors affecting learner autonomy of high and low autonomous learners were investigated. The participants were 499 ninth grade students in English Program and regular program in public secondary schools in Bangkok. A questionnaire and interview questions were used to collect the data. The findings revealed that (1) both English Program and regular program students reported engaging in listening and reading skill activities more often than in speaking and writing skill activities. When comparing the results between two groups, English Program students reported doing English activities outside class more often than regular program students at the significant level of 0.05. (2) Students in both programs reported that they used cognitive strategies most frequently to conduct English language learning activities on their own. English Program students were found to use all learning strategies more often than regular program students at the significant level of 0.05. (3) Both English Program and regular program students were found to have positive attitudes toward autonomous English language learning. However, English Program students seemed to have higher positive attitudes toward autonomous English language learning at the significant level of 0.05. (4) Factors affecting high and low autonomous learners in this present study were found to be intrinsic motivation, metacognitive knowledge about task and strategies, and support from school and family.
