Inculcating learner autonomy (LA) in a technical English course using OASIS3: a 5-stage model

Agatha Hepsi. E () and P. R. Sujatha Priyadharsini
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Agatha Hepsi. E: Anna University
P. R. Sujatha Priyadharsini: Anna University

Palgrave Communications, 2025, vol. 12, issue 1, 1-16

Abstract: Abstract Learner autonomy (LA) can be achieved through learners taking responsibility for their own learning and making informed decisions about what to learn, when to learn, and how to learn. This study explores the potential to inculcate two key principles of LA—freedom of choice and learner responsibility—among tertiary-level learners to enhance their educational outcomes. Drawing on self-determination theory, experiential learning theory, and social constructivist theory, this study provides a comprehensive framework for understanding and inculcating learner autonomy in educational contexts. The study addresses the central question: How can the principles of learner autonomy be inculcated in the Technical English course of a first-year engineering programme? The study employed a mixed-methods approach to ensure a holistic understanding of the research problem. Drawing on insights from a literature review and classroom observations, the researchers developed OASIS3, a five-stage model, which is a structured framework for promoting LA among tertiary-level learners. A zero-approach teaching mode methodology (ZATM), in which the teacher assumes the role of a facilitator, guiding learners through reflective tools and strategies to inculcate autonomy and self-directed learning, is incorporated into this model. The findings reveal that granting learners the freedom to choose their learning activities significantly enhances classroom engagement. Furthermore, collaborative tasks foster a greater sense of responsibility, as learners work collectively to complete assigned activities. These results underscore the effectiveness of the OASIS3 model in cultivating learner autonomy and highlight its applicability in improving learning outcomes within tertiary education settings.

Date: 2025
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DOI: 10.1057/s41599-025-04981-y

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