TY  - EJOU
AU  - 
T1  - Perceptions and Application of Learner Autonomy for Vocabulary Development in Saudi EFL Classrooms
T2  - International Journal of Education and Practice

PY  - 2021
VL  - 9
IS  - 1
SN  - 2310-3868

AB  - This qualitative case study explored how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for English vocabulary development were investigated, and their adapted methods for learning English. Data collection included face-to-face semi-structured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language showed how various autonomous learning methods developed their sense of self-possession, self-confidence, and learning outcomes. This study brings to light the necessity for further review of the role of EFL learners in developing the required skills for the English language. 
KW  - Learning autonomy
KW  - Vocabulary development
KW  - Independent learning
KW  - Foreign language learning
KW  - Language learning perceptions
KW  - EFL students
KW  - Classroom practices.
DO  - 10.18488/journal.61.2021.91.13.36