 Understanding Students’ Resistance to Autonomous Learning in an L2 English Language Course at a University in LebanonM. Khairallah, O. Fleonova and O. M. Nicolas European Journal of Education Articles, 2020, vol. 3 Abstract: This qualitative research investigates students’ resistance to autonomous learning activities in an English language course at a university in Lebanon. Data was gathered across four sections of English 101 based on observations of 68 students, focus group discussions and two teachers’ reflective diaries. Thematic analysis yielded that students showed signs of resistance during collaborative learning, metacognitive activities, and the evaluation process. The students were also unwilling to independently use available language learning resources. The data suggested that the possible causes of resistance lay in the mismatches between students’ expectations and the course design, the learning cultures that the students bring to the classroom, and students’ perceptions of the place English holds both at the university and in their lives. This study reveals that expressions of resistance during classroom interactions resonate with the complex and layered nature of English language learning. Keywords: learner autonomy; resistance to autonomous learning; English language teaching in Lebanon; learning cultures; second language learning1. (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eur:ejedjr:65 DOI: 10.26417/ejed.v3i1.p18-30 Access Statistics for this article More articles in European Journal of Education Articles from Revistia Research and Publishing |
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