A Framework for the Assessment of Learner Autonomy in Language Learning

Abstract

This research reports on the assessment of the improvement in the language learner autonomy (LLA) of a group of Saudi medicine students at tertiary level following an intervention that aims to examine and enhance their LLA in a blended course. Thus, this study proposes a research model for the assessment of LLA in the 21st century and establishes a scale for its measurement. Because LLA is a combination of observable and non-observable behaviors, quantitative and qualitative methods were triangulated in a mixed method research to look at it through the learner voice and metacognition (process perspective) and through the learner gained test scores (product perspective). To overcome the problem that LLA is an unsteady state, the assessment model integrates summative and formative assessment methods. Findings show that the assessment of LLA helps to better understand the process of LLA enhancement and the potential factors that might influence learners' LLA.