A Study of Readiness of Autonomous English Language Learning among Students in Faculty of Education, Naresuan University

Abstract

The purposes of this descriptive study were to examine the readiness for autonomous English language learning among students in faculty of education, Naresuan University and to compare their readiness for autonomous English language learning by gender and major. The samples comprised of 90 third-year students majoring in English, Thai, and Mathematics. The research instrument was a set of questionnaires. Frequencies, percentages, means, standard deviation, t-test, and One-Way Anova were used to analyze the data. The analysis revealed that the overall score of the readiness for autonomous English language learning were moderate (  = 3.64, S.D. = 0.62). Students had moderated self-directed learning attributes (  = 3.35, S.D = 0.64) and self-administration ( = 3.48, S.D = 0.62) but high on inquiry competence (  = 4.10, S.D = 0.66). There was an insignificant difference of the readiness for autonomous English language learning between male and female students at p   0.05. However, there was a significant difference among students majoring in English, Thai, and Mathematics on the readiness of autonomous English language learning at p = 0.05. English major students were more ready than their counterparts in Thai and counterpart major.