Résumés
Abstract
Autonomous learning is a fundamental aspect of education that builds important skills, like critical thinking, problem-solving, and adaptability, which are important for achievement in a constantly changing professional environment. Cultivating it promotes lifelong learning, self-improvement, and knowledge beyond traditional educational settings. The objective of this study is to demonstrate the impact of the investigated autonomous learning approach to learners, and assess their ability to sustain the learning process, hence fostering lifelong learning within the framework of formal education. An Autonomous Learning Model (ALM) based 14-week qualitative study examined learners' work and reflections. Theme-based analysis was conducted with 62 fourth-semester English-language learners. A six-stage thematic analysis discovered coded responses' themes. The ALM examined the following key aspects of individual development: personal responsibility, positive self-esteem, decision-making, problem-solving, interpersonal skills, critical and creative thinking abilities, and a strong enthusiasm for learning. The results showed that autonomous learning is achievable, and that instructors’ support and institutional collaboration will improve new curriculum and courses. This study aims to enhance semester-end evaluations, leading to significant improvements for future language-programed learners and ensuring the sustainability of their learning.
Keywords:
- curriculum design,
- curriculum reform,
- English,
- hybrid,
- tertiary education
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Parties annexes
Biographical notes
Raihan Ibrahim, Nur ‘Ain, and Hoo Fang Jing are senior lecturers at the Academy of Language Studies, Universiti Teknologi MARA Melaka. Raihan specializes in second-language acquisition, English-language teaching, and workplace communication. Nur ‘Ain has over 20 years of experience teaching language proficiency and communication. Fang Jing’s expertise lies in language studies and sustainability, with a strong record of high-index research publications. Collectively, their extensive academic and research backgrounds contribute to advancing language studies, pedagogy, and sustainable communication practices, aligning with their shared commitment to fostering proficiency and innovation in diverse language educational contexts.
Mohd Amin Mohd Noh and Zur’Ain Harun are lecturers at the Faculty of Education, Universiti Islam Selangor with the former specializing in educational technology, graphic design and persuasive technology, while the latter conducts research in educational management and TESL.
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