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This study investigates learner perspectives on learner autonomy as well as preferred multimedia and contents in order to suggest a blended learning model for fostering learner autonomy in EFL conversation classes. The subjects for the study consisted of 228 university students taking beginning conversation courses. Data sources included a questionnaire and an interview. The results are as follows: 1) learner perspectives of English and blended learning were mostly positive, but 55.7% responded negatively regarding English use in classrooms; 2) the participants showed learner independence in regards to English, making learning choices, choosing materials, and current status
in relation to their goals, but showed dependence regarding exams and assignments; 3) their learning attitude was generally positive with exceptions for those lacking learning strategies and consciously trying to overcome their weaknesses; 4) learner preference for types of multimedia was multimodal and contents were preferred based on entertainment and contextual value; 5) significant differences were found in majors regarding interest in English, frequency of English use, learning choices, materials, awareness of weaknesses, overcoming weaknesses, and learning strategies; and 6) a fortified blended learning model for fostering learner autonomy is presented. Based on the results, suggestions for further study are provided. |
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