Developing Learner Autonomy: The Perceptions and Needs of Japanese EFL Learners

Abstract

Learner autonomy is one of the keys to successful language learning. Although Asian learners have been described as rather less autonomous compared with their Western counterparts, any learner can be autonomous if adequate support is provided. This study investigated the perceptions of Japanese university EFL learners in developing learner autonomy and explored how teachers can guide their learners to be more autonomous. An online questionnaire and semistructured interviews were conducted with both lower and higher proficiency learners. The study results show that learners of different proficiency levels have varying needs to enhance their learner autonomy. However, regardless of their current proficiency and autonomy levels, the participants expressed the need for teacher support to increase their autonomy levels. Based on their needs, this study offers possible autonomy enhancing classroom practices that are level appropriate.