An Investigation into the Association between Learning Autonomy, Language Anxiety and Thinking Style: University Students in Focus

The purpose of this study was to investigate the association between learning autonomy, language anxiety and thinking style. Thus, the study deals with the basis of autonomous learning along with the importance and different related concepts. To attain this objective, a survey research design was em...

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Bibliographic Details
Published in:Journal of language teaching and research 2020-03, Vol.11 (2), p.309-317
Main Author: Desta, Minwuyelet Andualem
Format: Article
Language:English
Subjects:
Analysis
Anxiety
Autonomy (Philosophy)
Cognition
Cognitive style
Cognitive styles
College students
Curriculum
Curriculum development
Decision making
Foreign language learning
Hypotheses
Language
Language instruction
Researchers
Second language instruction
Social aspects
Students
Teachers
Teaching
Textbooks
Women
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Summary:The purpose of this study was to investigate the association between learning autonomy, language anxiety and thinking style. Thus, the study deals with the basis of autonomous learning along with the importance and different related concepts. To attain this objective, a survey research design was employed. The participants of the study were 598 undergraduate students (287 males and 311 females) enrolled in the department of English language at Debre Tabor University, Bahir Dar University, and Gondar University. To gather the information Horwitz and Cope's, Foreign Language Classroom Anxiety Scale, Sternberg's Thinking Styles Inventory, and Learner Autonomy Questionnaire developed by Zhang and Li were used. The findings indicated that non-parametric test was liable to be used in order to study the research hypotheses. Using Spearman correlation coefficient, the association was found between autonomy and language anxiety among Ethiopian university students. The other research question was an attempt to determine if there was the association between learner autonomy and thinking style which was confirmed through the use of Spearman correlation coefficient. Ultimately, the affinity between language anxiety and thinking style was addressed through the use of Spearman test which confirmed this association. Finally, it was recommended that pedagogical implications are needed to account for second or foreign language teaching and learning as well as textbook writers and curriculum designers.
ISSN:1798-4769
2053-0684
DOI:10.17507/jltr.1102.21