The Effects of Learner Autonomy on Writing in EFL

Abstract

The purpose of this study was to investigate whether and to what extent autonomic and non-autonomous variables affect students' intrinsic motivation and satisfaction with these activities. Students’ academic performance in English as a Foreign Language (EFL) writing classes was examined to uncover any potential connections between learner autonomy (LA) and academic performance. An analysis of statistical significance was performed using a paired sample t-test on the resultant pairs of student perceptions. Based on the results of this study, the perception of autonomous activities among students is positive. Additionally, they performed better in such EFL writing contexts because of their autonomous activities. Based on the results of the present study, instructors should incorporate autonomous activities into the teaching process in EFL writing classes. EFL writing classrooms may provide students with the opportunity to play a more active role than a passive one, with the ability to effectively contribute to developing syllabuses and curriculum, which can increase their intrinsic motivation and improve their academic performance. As a result, students are motivated to take responsibility for their actions.