The Relationship between Autonomy Perception and the Reading Comprehension Achievement of English Language Learners

Özlem Bayat
Instructor, Dr., Dokuz Eylul University, School of Foreign Languages, Izmir-Turkey

Statement of the Problem: Because some language learners are more successful than others, individual differences in motivation, anxiety, strategy, learning style, dependence, and independence, as well as how these influence language learning, have been investigated since the 1970’s. The results of this research have helped define the characteristics of a good language learner who is capable of organizing her own learning process. The concept of autonomy has also emerged as a focal point in studies of language learning. While several researchers have investigated this concept, misconceptions about the implications of autonomy remain. Since the concept of autonomy is a multidimensional construct, it might be clarified by observing such behaviors as reading comprehension achievement. This study investigated the relationship between learner autonomy and reading comprehension achievement in a foreign language-learning context.
Purpose of the Study: The purpose of this study was to investigate the relationship between the autonomy perception and reading comprehension achievement of students learning English as a foreign language.
Methods: Descriptive research was used in this study. Proportioned random sampling was used to select 560 university students. Both the Autonomy Perception Scale and the Reading Comprehension Test were completed by members of the sample group.
Findings and Results: On the Autonomy Perception Scale, 161 participants had high levels of autonomy. A significant relationship was found between level of autonomy and reading comprehension achievement.