Pre-service teachers’ autonomy in English language learning

Purpose The present quantitative-descriptive study aims to measure the level of English language learning autonomy of the pre-service teachers. Design/methodology/approach A short list questionnaire developed by Dixon (2011) was administered to 61 pre-service English teachers enrolled in Western Mindanao State University in order to measure their English language learning autonomy. Differences on the levels of English language learning autonomy across participants’ gender, number of languages spoken and first language were also explored. Findings Results revealed that participants are highly autonomous in English language learning. Gender, number of languages spoken and first language were found to have no significant influence on English language learning autonomy. Research limitations/implications Results on the level of English language learning autonomy indicate that pre-service teachers are highly autonomous and, therefore, ready for lifelong learning. This implies pedagogical and instructional advantages, as they can learn and explore the language independently. Practical implications Since gender, number of languages spoken and first language do not significantly influence the level of English language learning autonomy, it is suggested that English teachers do not need to develop differentiated instructions and activities anymore, which will cater the three profile variables in fostering autonomous learning, as participants already exhibit a level of autonomy in English language learning. Social implications This would allow teachers and students to be aware of the importance of autonomy in language learning. Thus, it will prepare them to be independent and lifelong learners, as they engage themselves in the professional world. Originality/value As one of the Asia’s developing countries, the Philippines have captured a small number of studies and contributions to autonomous learning in the field of research (Madrunio, Tarrayo, Tupas and Valdez, 2016 as cited in Iñigo, 2018). Specifically, there is no research study conducted that measures “language learning autonomy” in the Philippine’s higher education much to the knowledge of the researcher. Thus, this study will be the first one to determine the level of autonomy of pre-service teachers in English language learning in the Philippine context. Furthermore, the present study also intended to determine significant differences on the level of language learning autonomy of pre-service teachers across genders, number of languages spoken and their first language.