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The purpose of this study was to explore ways of promoting primary school students’ autonomy in English language learning. The program for improving learner autonomy was developed and incorporated into an English class of thirty students. It comprised four components, motivation, self-awareness, self-access center, and learning strategy. To see the effects of the program, pre- and post-questionnaires were administered to the students regarding motivation, interest, autonomy and the use of learning strategy in English learning. Pre- and post- tests on listening, reading and speaking skills were also taken. In addition, learning journals, interviews, video recordings of the class, teaching journals were collected to see the students’ responses and development processes while participating in the program. The results showed that the program was effective in promoting the students’ motivation, interest, autonomy, and the use of learning strategy in English learning and improving their English proficiency. In particular, the teaching of learning strategy and the utilization of the cyber self-access center contributed to fostering learner autonomy. The program was also useful for the low-level students and the dialogue between the teacher and the low-level students played an important role in fostering their autonomy in English language learning. Pedagogical implications were discussed.