Seeking Malay trainee English teachers' perceptions of autonomy in language learning using Q methodology

Greater learner autonomy has, in recent decades, become recognised as a worthy goal in the field of foreign language learning. However, it is difficult to find a consensus view in the literature concerning the definition of the concept. One area of debate is the extent to which autonomy in language learning (ALL) is universally applicable, or whether versions of autonomy exist which are defined culturally or contextually. To attempt to address this debate, a study was carried out in the specific context of Malaysian higher education. The subjects were four cohorts. totalling 31 participants, of Malay trainee English teachers in a Malaysian public university. The aim was to examine the conceptions, practices and cultural influences of autonomy in language learning. Q Methodology was chosen as a means of systematically exploring subjective viewpoints, enabling pattern recognition of perspectives obtained. To provide further insight into the topic, three interviews were carried out. Findings relating to the conceptions found in the data obtained showed that there were four perspectives to autonomy in language learning in this particular context. To the questions on practices, findings indicated that practices of autonomy in language learning were more prominently located in the classroom, although the role of learning outside of the classroom was acknowledged. Findings on the role of culture suggested that an amalgamation of the individual and the social is encouraged. In addition to looking at the perspectives on autonomy in language education, this study carried out an investigation concerning the extent of effectiveness of Q Methodology for researching subjectivities in autonomy in language learning. The findings showed that the prospect is encouraging for Q Methodology is found to be educational. creative and environmentally friendly. This study offers a development to the dynamic concept of autonomy in language learning by suggesting that the incorporation of the collectivist and Islamic perspectives of Malay culture to the concept will encourage greater autonomy in language learning among Malay trainee teachers. The use of Q Methodology, which can be constructive for participants and researchers alike, is enriching, and using Q Methodology in appropriate language learning research is encouraged.EThOS - Electronic Theses Online ServiceGBUnited Kingdo