International Journal of Research and Innovation in Social Science (IJRISS) |Volume VI, Issue XII, December 2022|ISSN 2454-6186
Al Oufi, Safiya Jamil shames and Abdo Mohammed Al-Mekhlafi*
Sultan Qaboos University, Oman
*Corresponding author
Abstract: This study aimed to investigate Omani Cycle Two students’ perceptions and Omani English as a Foreign Language (EFL) teachers’ beliefs regarding students learning autonomy. Three main areas of learning to learn competencies were explored to investigate learning autonomy: learning skills, the ability to take control of learning, and reflecting and evaluating learning. The study uses a mixed-method research design to investigate the perceptions of 383 grade nine students in Oman using a questionnaire. Also, four female English teachers who were teaching grade nine in the academic year 2021/2022 were interviewed in a focus group. The quantitative data analysis of the learning autonomy questionnaire indicated that grade nine students held moderated beliefs in their learning skills, ability to take control of their learning, and the ability to reflect and evaluate their learning. However, the teachers believed that students need to be trained and directed to acquire learning to learn competencies.
Keywords: cycle two students, learning to learn competencies, learning autonomy
I. INTRODUCTION
Special attention is paid to skillful individuals who are competent and successful in a dynamic and innovative world. A large amount of research in education in the 20th and 21st centuries has shown that a person can enhance their skills by developing learning autonomy. Thus, for learners to be autonomous, they need to develop learning to learn competencies. These competencies can be divided into three main areas: “practical skills for participating in learning, taking control of own learning and reflecting on and evaluating own learning success” (Cambridge University, 2019 p.2).
1.1. Research Problem, Objectives and Aim
The Omani Curriculum Standards Framework for grade 1-9 emphasizes the importance of twenty-first century skills, which is listed as the third general aim of education in Oman. The English language subject contributes to twenty-first century skills by developing students’ skills and motivating learners to be autonomous. The framework involves sections such as learning independently, learning from new situations, and acting to improve future learning.
On the other hand, studies show that Omani students lack learning autonomy and motivation to learn due to poor daily interactions and poor teaching methods (Borg & Al-Busaidi,