Perceptions of Learner Autonomy in English Conversation Classes among Non-English Majors in South Korea

The present study endeavors to elucidate the perceptions of college EFL students regarding the constituents of learner autonomy (LA) within the context of English conversation classes, as well as to delineate the quintessential attributes required for autonomous learners to attain proficiency in English communication. The study included a cohort of 45 Korean non-English majors enrolled in an English conversation course in a vocational college. The Learner Autonomy Perception Questionnaire (LAPQ), developed by S. Nguyen and Habók (2021), was adopted and translated into Korean. The data amassed was subjected to analysis via descriptive statistical methods. The results indicate that the participants deemed the facilitative role of teachers as the paramount factor in fostering LA, in contrast to motivation and desire, which were perceived as the least significant. Moreover, confidence emerged as the foremost characteristic for autonomous learners to communicate effectively in English. The study offers recommendations and implications aimed at promoting LA among EFL non-English majors in the domain of English communication.