This study sheds some light on the field of learner autonomy by exploring the employment of an online extensive reading program on developing EFL adolescents’
perceptions of their learner autonomy. Some further suggestions will be proposed as follows for those who are also interested in investigating into this area:
First of all, the period of the study should be longer, at least more than a semester, to explore if there are some significant differences shown on the other four categories of autonomy between the two groups and the long-term influence of the online extensive reading program on fostering EFL adolescents’ autonomy development.
Second, in order to recognize the students’ development in autonomy or linguistic skills, some objective instruments are recommended to gather data to increase the validity of the study, such as logging user actions of the CALL program and standardized English proficiency tests, like YLE tests (Cambridge Young Learners English Tests) and GEPT (The General English Proficiency Test).
Third, some potential variables, which may play a role in developing learners’
perceptions of autonomy, could also be recommended to be investigated, such as English proficiency, autonomous abilities, as well as collaboration, which may give rise to some subtle differences of autonomy development among EFL learners.
Finally, whether there is some cognitive or affective gain along with the development of learners’ perceptions of autonomy as a bonus, such as employing language learning strategies or changing their attitudes in English learning, it would be worthy to explore in further research.
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