Abstract

This study examines the autonomy of Bangladeshi EFL (English as a Foreign Language) learners, a critical aspect of Communicative Language Teaching (CLT). It investigates the state of learner autonomy in virtual classes during the COVID-19 pandemic when educational institutions were closed. The research involved higher secondary level students in Bangladesh. Data was collected using a survey questionnaire on Google Forms, comprising eleven statements on a five-point Likert scale. The findings indicate mixed realities regarding learner autonomy. While most learners still relied on teacher guidance, a substantial number demonstrated increased skills in self-directed English language learning. This paper concludes with recommendations for teachers to foster learner autonomy in virtual settings.

Keywords

Learner autonomy, constructivism, online EFL class, learner-centered class, CLT, virtual learning, pandemic education, remote language learning