The Roles of Students’ Autonomous Learning on EFL Students’ Reading Mastery

DOI

10.2991/assehr.k.210413.026How to use a DOI?

Keywords

reading mastery, autonomous learning level, learning independence

Abstract

This study aims at determining the impact of autonomous learning on EFL students’ reading comprehension. This study used a quasi-experimental approach with two groups of research subjects, namely the experimental group using interactive reading activity and the control group using conventional methods. It was found that learning independence became a determining factor for student learning success, as indicated by the significant difference in results between students in the experimental group who learned to use interactive reading with high autonomous learning compared to students who had low autonomous learning. Those who had high autonomous learning got higher reading scores than students in the control group who had low autonomous learning. It indicates that students who have high autonomous learning have better reading mastery with significant differences. Therefore, learning independence needs to be grown on students so that they achieve the expected learning outcomes, and teachers need to train themselves to improve students’ autonomous learning.

Copyright

© 2021, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Teguh Sulistyo
AU  - Agus Sholeh
PY  - 2021
DA  - 2021/04/14
TI  - The Roles of Students’ Autonomous Learning on EFL Students’ Reading Mastery
BT  - Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)
PB  - Atlantis Press
SP  - 110
EP  - 112
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.210413.026
DO  - 10.2991/assehr.k.210413.026
ID  - Sulistyo2021
ER  -