Developing Student Autonomy through the Enhancement of Technological Approaches

Abstract

The concept of “learner autonomy” (LA) infatuates the interest of researchers across different dimensions of science and technology. In the previous century, the initial associations with the term springing to one’s mind were to do with self-access technology-rich centres, commonly known as “resource centres''; however, with its rapid global penetration, it reached the contexts of developing countries, thus introducing change to how the learners can become better versions of themselves. The aim of this study is to report on the effectiveness of the consequent introduction of a wide range of e-tools studied and experimented with minor teacher intervention. The study is limited to a scope of 24-25 CIFS students studying at Westminster International University in Tashkent (henceforth WIUT) aged between the ages of 17 and 20. The group will be randomly divided into two samples: experimental and control. Supposedly, there will be 12 students in each of the two sample groups.