PROMOTING LEARNERS’ AUTONOMY IN READING CLASS BY FACILITATING SELF-ACCESS LEARNING DURING THE COVID 19 PANDEMICS

Abstract

In order to be successful in foreign language learning, learners need to
be trained to be independent in their learning, especially during emergency like
Covid 19 pandemics. This research investigates self-access language learning
approach to foster learners’ autonomy in an emergency virtual reading class
during the covid 19 pandemics. It focuses to investigate how a self-access language
learning approach fosters learners’ autonomy and to what extent learners have the
learning autonomy. Qualitative analysis was applied utilizing two surveys and
learners’ two assignments. The results show that a self-access language learning
approach is beneficial to manage learning which promotes learners’ autonomy.
Learners become more independent as they have to be responsible with their
learning.