Learner Autonomy in a Virtual EFL course

Learner autonomy has gained much attention as a quality that facilitates learning in virtual environments. This case study explores how a group of graduate students manifest autonomy in a virtual reading comprehension course. Analysis of forums, questionnaires and interviews provided with insights to conclude that these students show both attitudes related to autonomy and the lack of it. In other words, it was seen that the students manifested not only some behaviors associated to autonomy but also some others associated to the lack of this quality through the development of the course. For example, most of them showed attitudes that lead to autonomy such as motivation and commitment at the beginning, but they also manifested high levels of dependence and lack of self-confidence. Later, they became more confident and performed more independently, two attitudes close to autonomy. On the other hand, some students maintained their preference of learning English in face to face instruction, because they considered it more efficient due to the teacher’s physical support. Results showed a need for designing virtual EFL courses that promote the development of autonomy. This study concludes by suggesting the enhancement of a student-centered instruction with the help of ICT