Learner Autonomy and Learning Strategy Use before and during the COVID-19 Pandemic
Round 1
Reviewer 1 Report
Dear Author(s)
I strongly believe that the manuscript will strongly contribute to the field. It supports the review of literature with recent research works and discusses the results with relevant reseach studies.
I just suggest author(s) to include more implications of the study to the conclusion part.
Kind Regards.
Author Response
Response to Reviewer 1 Comments
Point 1: I strongly believe that the manuscript will strongly contribute to the field. It supports the review of literature with recent research works and discusses the results with relevant reseach studies. I just suggest author(s) to include more implications of the study to the conclusion part.
Response 1: More implications were included in conclusion part as follows:
“The current study identifies both empirical and practical implications for preparatory school classes. First and foremost, it is stated in this study that instructors must take specific efforts to train their students to become more autonomous learners during online courses, since they are already aware of the necessity of learner autonomy but require more practical developments. It can be suggested that during both conventional and online education, teachers and curricula should allow students to rely more on themselves. This study revealed that students are moderately self-reliant during online education and can improve themselves more if they are assisted by the teachers. As a result, it is the instructors' obligation to assist their students in becoming more self-sufficient in their learning. This may result in more productive and effective education, making it more lucrative for both instructors and students.
As far as the outcomes of students’ language learning strategies are concerned, the study found that students used a medium proportion of LLS. EFL instructors should take LLS into account and teach their learners the appropriate strategies. It is also great to motivate students to use all the strategies, so the students can foster self-confidence and positive incentives, as affective strategies can help students cope with difficulties. Similar to the idea of autonomy, it is critical to encourage the use of more language learning strategies, since it appears that successful learners utilize the strategies substantially more. Furthermore, because they are interconnected, utilizing more strategies may result in more autonomous learners.”
Author Response File: 
Author Response.pdf
Reviewer 2 Report
This is insightful research, developed from challenging empirical background. The findings deserve appreciation for its detail presentation, yet the discussion particularly the mentioning of Dislen's research result requires more elaborations to build its relevancies responding to current whole online learning practices, and, further whether, confirming or disconfirming whose synthesis. In addition, the conclusion apparently demands to be reformulated to avoid the recalling of the references/theories (43 and 44) in underlining the core result and discussion of this research. It is not common writing conclusion; just restate points of findings or recommendations, not summarize and discuss no more references.
Author Response
Response to Reviewer 2 Comments
Point 1: This is insightful research, developed from challenging empirical background. The findings deserve appreciation for its detail presentation, yet the discussion particularly the mentioning of Dislen's research result requires more elaborations to build its relevancies responding to current whole online learning practices, and, further whether, confirming or disconfirming whose synthesis.
Response 1: More references were added and discussed as follows:
This may be because of the various educational facilities as the students need to use English in class, they are more motivated in the face-to-face learning process. This study is in line with Dişlen’s research which also drew a similar conclusion [30]. In his study, he claimed that the moderately autonomous students were conscious to some degree of the notion of autonomy in their learning. In other words, the students noticed the value of autonomous learning. It seems, however, that they most likely were all seeking teacher help since they were all used to traditional methods of teaching. On the other hand, the findings of this study were not in line with Dokuz [31] and Fazey and Fazey’s studies [32]. In their studies they claimed that the learners were more inclined to believe in their own abilities to learn something independently of instructors and peers. They had the potential to study independently outside of the classroom. Additionally, Scharle and Szabo [33] found out that only when students were given the opportunity to demonstrate their own potential in their learning process, rather than passively absorbing ready-made material from a superior authority, could they achieve autonomy. This finding was not also parallel to the findings of our study.
Point 2: In addition, the conclusion apparently demands to be reformulated to avoid the recalling of the references/theories (43 and 44) in underlining the core result and discussion of this research. It is not common writing conclusion; just restate points of findings or recommendations, not summarize and discuss no more references.
Response 2: references were omitted, conclusion was revised. Limitations and implications were added to the conclusion part.
In this study, it was indicated that after the sudden outbreak of the Covid-19, online learning was implemented to keep the learners involved in the learning process. The only way to help them participate in this process is to encourage them to use language learning strategies and became autonomous learners. Online learning offers students an outstanding opportunity to find online resources in English language learning. Electronic books, photographs, recordings, or other conversation materials are used to access learning opportunities. As a result, online learning can be considered as an opportunity due to such facilities.
The current study identifies both empirical and practical implications for preparatory school classes. First and foremost, it is stated in this study that instructors must take specific efforts to train their students to become more autonomous learners during online courses, since they are already aware of the necessity of learner autonomy but require more practical developments. It can be suggested that during both conventional and online education, instructors and curricula should allow students to rely more on themselves. This study revealed that students are moderately self-reliant during online education and can improve themselves more if they are assisted by the instructors. As a result, it is the instructors' obligation to assist their students in becoming more self-sufficient in their learning. This may result in more productive and effective education, making it more lucrative for both instructors and students.
As far as the outcomes of students’ language learning strategies are concerned, the study found that students used a medium proportion of LLS. EFL instructors should take LLS into account and teach their learners the appropriate strategies. It is also great to motivate students to use all the strategies, so the students can foster self-confidence and positive incentives, as affective strategies can help students cope with difficulties. Similar to the idea of autonomy, it is critical to encourage the use of more language learning strategies, since it appears that successful learners utilize the strategies substantially more. Furthermore, because they are interconnected, utilizing more strategies may result in more autonomous learners.
However, there are two research limitations that need be addressed. These limitations originate from the difficulties of quantifying the idea of autonomy as well as the study's small sample size. To begin with, autonomy is not a tangible concept, therefore recognizing autonomy through a single questionnaire may not be sufficient for a comprehensive understanding. Furthermore, because the study's environment is confined to students at a preparatory school of a public institution, the sample size is quite small. As a result, the findings may alter if the subjects were drawn from different contexts.
Author Response File: Author Response.pdf
Reviewer 3 Report
Reviewer’s Comments
The paper investigates learner autonomy and learning strategy use before and during the Covid-19 pandemic. The strengths of the paper and the recommendation for improvement are as follows.
Strengths of paper:
- The paper presents a relevant literature review in the field and area of investigation.
- The method of data collection and analysis is appropriate for the quantitative nature of the study.
- The paper presents significant findings with regards to the body of knowledge, in which the findings shed light into understanding learning autonomy and strategies during the Covid-19 pandemic.
- The findings are discussed in detailed and linked with previous studies, in terms of corroboration or contradiction, and further helps to explain the implications of the findings that would be useful to researchers and educators interested in this field.
Recommendation for improvement
- Abstract
Rather than stating the data was analyzed using a software (SPSS), it is recommended state the analysis techniques used, description and correlation analyses.
- Conclusion section
This section has concluded the findings of the paper. Yet, it would be beneficial to also include limitations of the investigation, as to assist researchers in replicating such studies with different parameters.
Author Response
Response to Reviewer 3 Comments
Point 1: Rather than stating the data was analysed using a software (SPSS), it is recommended state the analysis techniques used, description and correlation analyses.
Response 1: The analysis technique has been stated in the abstract part.
“Abstract: This study aims to explore the autonomy level and use of language learning strategies in a preparatory school of a state university before and during the Covid-19. 155 preparatory school students from a state university participated in the research. For the data collection, Oxford’s Language Learning Strategy (LLS) and a learner autonomy questionnaire developed by Zhang & Li were used. Means, standard deviation, T-test, and Pearson’s r-correlation were used to analyse the data. The results showed that while participants’ level of learner autonomy before the pandemic was high, during the pandemic it was moderate. Besides, the results from the LLS questionnaires showed that students used a moderate proportion of language learning strategies before and after the pandemic. Finally, the correlation analysis used to find out the relationship between the level of learner autonomy and LLS use before and during the Covid-19 pandemic indicated that there is a positive and linear relationship between the level of learner autonomy and LLS use.
Point 2: This section has concluded the findings of the paper. Yet, it would be beneficial to also include limitations of the investigation, as to assist researchers in replicating such studies with different parameters.
Response 2: Limitations of the study have been added and discussed in the conclusion part;
“However, there are two research limitations that need be addressed. These limitations originate from the difficulties of quantifying the idea of autonomy as well as the study's small sample size. To begin with, autonomy is not a tangible concept, therefore recognizing autonomy through a single questionnaire may not be sufficient for a comprehensive understanding. Furthermore, because the study's environment is confined to students at a preparatory school of a public institution, the sample size is quite small. As a result, the findings may alter if the subjects were drawn from different contexts”
Author Response File: Author Response.pdf
Reviewer 4 Report
Please improve Research Design.
Justification and discussion needs further clarity
Author Response
Response to Reviewer 4 Comments
Point 1: Please improve Research Design.
Response 1: Research design has been improved
This study is a descriptive study based on quantitative methods of research. The correlation and descriptive model were used in this research. LLS and autonomous learning are dependent variables in this study. This study attempted to describe a current situation. Also, the correlation analysis was performed to assess if the autonomy level and LLS use of the groups were statistically significant before and during the pandemic. With each group, the correlation study was carried out separately, to assess how the relationship differed before and throughout the pandemic.
Point 2: Justification and discussion needs further clarity
Response 2: More references were added and discussed as follows:
This may be because of the various educational facilities as the students need to use English in class, they are more motivated in the face-to-face learning process. This study is in line with Dişlen’s research which also drew a similar conclusion [30]. In his study, he claimed that the moderately autonomous students were conscious to some degree of the notion of autonomy in their learning. In other words, the students noticed the value of autonomous learning. It seems, however, that they most likely were all seeking teacher help since they were all used to traditional methods of teaching. On the other hand, the findings of this study were not in line with Dokuz [31] and Fazey and Fazey’s studies [32]. In their studies they claimed that the learners were more inclined to believe in their own abilities to learn something independently of instructors and peers. They had the potential to study independently outside of the classroom. Additionally, Scharle and Szabo [33] found out that only when students were given the opportunity to demonstrate their own potential in their learning process, rather than passively absorbing ready-made material from a superior authority, could they achieve autonomy. This finding was not also parallel to the findings of our study.
Response 3: Conclusion part has been revised, limitations and implications were added as follows:
5. Conclusion
In this study, it was indicated that after the sudden outbreak of the Covid-19, online learning was implemented to keep the learners involved in the learning process. The only way to help them participate in this process is to encourage them to use language learning strategies and became autonomous learners. Online learning offers students an outstanding opportunity to find online resources in English language learning. Electronic books, photographs, recordings, or other conversation materials are used to access learning opportunities. As a result, online learning can be considered as an opportunity due to such facilities.
The current study identifies both empirical and practical implications for preparatory school classes. First and foremost, it is stated in this study that instructors must take specific efforts to train their students to become more autonomous learners during online courses, since they are already aware of the necessity of learner autonomy but require more practical developments. It can be suggested that during both conventional and online education, instructors and curricula should allow students to rely more on themselves. This study revealed that students are moderately self-reliant during online education and can improve themselves more if they are assisted by the instructors. As a result, it is the instructors' obligation to assist their students in becoming more self-sufficient in their learning. This may result in more productive and effective education, making it more lucrative for both instructors and students.
As far as the outcomes of students’ language learning strategies are concerned, the study found that students used a medium proportion of LLS. EFL instructors should take LLS into account and teach their learners the appropriate strategies. It is also great to motivate students to use all the strategies, so the students can foster self-confidence and positive incentives, as affective strategies can help students cope with difficulties. Similar to the idea of autonomy, it is critical to encourage the use of more language learning strategies, since it appears that successful learners utilize the strategies substantially more. Furthermore, because they are interconnected, utilizing more strategies may result in more autonomous learners.
However, there are two research limitations that need be addressed. These limitations originate from the difficulties of quantifying the idea of autonomy as well as the study's small sample size. To begin with, autonomy is not a tangible concept, therefore recognizing autonomy through a single questionnaire may not be sufficient for a comprehensive understanding. Furthermore, because the study's environment is confined to students at a preparatory school of a public institution, the sample size is quite small. As a result, the findings may alter if the subjects were drawn from different contexts.
Author Response File: Author Response.pdf
This manuscript is a resubmission of an earlier submission. The following is a list of the peer review reports and author responses from that submission.
