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

• 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
• ISSN: 1798-4769; 2053-0684
• DOI: 10.17507/jltr.1102.21

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.