Enhancing Learner Autonomy through Participation

The purpose of this present study is to look into the students' comprehensive and candid responses through qualitative research methods. This study investigates how learner participation in college general English class promotes learner autonomy while the learners are using authentic materials for one semester. Students from two classes accessed authentic materials to participate in class presentation and they cooperated with a partner during the process. For this research, multiple sources of information such as questionnaire, interview, observation, and writing assignments were sought. The findings are meaningful; they enjoyed their participation and authentic materials, learning from themselves and classmates. There exist positive signs, raising their awareness and changing their attitudes. Some students started to feel autonomous and take the responsibility in their learning.