THE ROLE OF ICT TOOLS IN PROMOTING LEARNER AUTONOMY

Abstract

Although the use of ICT in language instruction is thought to lead to improved learner engagement, there is still a lack of research concerning the contribution of ICT tools in promoting learner autonomy. Therefore, this research examines the effect of ICT tools on learner autonomy in relation to the mediation of motivation, as proposed within Self-Determination Theory (SDT), amongst undergraduate EFL learners.

In its approach, the study used a mixed methods design, which involved the use of a quasi-experimental method with pre-test and post-test data collection to measure changes in learner autonomy. This was combined with data collected through surveys administered to about 200 participants and interviews with 20 English language teachers. Data obtained from surveys and interviews were subjected to descriptive and inferential analysis such as ANOVA, regression, and correlation tests.

The findings suggest that there is a statistical difference in improving learner autonomy through ICT intervention. Furthermore, it was observed that there is a positive correlation between ICT use and autonomous learning behavior, and it is seen that LMS use, in combination with interactive or gamification tools, shows more effect. From the point of view of motivation, ICT tools that support autonomy, competence, and relatedness motivate learners to be engaged in their work and regulate themselves. In qualitative aspects, teacher guidance and collaboration were emphasized along with other variables like digital literacy and infrastructure.

The current research makes a valuable contribution to the existing body of knowledge by presenting a theoretically sound framework for investigating ICT-based learner autonomy through the lenses of Self-Determination Theory, Self-Regulated Learning, and Sociocultural Theory. The results clearly show that ICT, by itself, is not enough to ensure learner autonomy; the efficiency of ICT as a tool depends on the fit between technology’s capabilities and pedagogical approaches as well as the motivation of learners.