Abstract Book of the 10th International Conference on Social Sciences in the 21st Century
Year: 2025
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The Teacher’s Role as a Cornerstone in Fostering Autonomy through Reflective Diaries: a Comparative Case Study in the Efl Classroom
Oana-Karina Lugojan
ABSTRACT:
The aim of this study is to underscore the importance of the teacher’s role in fostering autonomy and self-regulation in English language learning through reflective diaries among students in higher education. Within the context of tertiary education, students are expected to assume responsibility for their own learning process, making autonomy a prerequisite for effective learning. However, autonomous learning does not occur in isolation, but under the guidance of a teacher, who serves as a facilitator of learning and whose role is pivotal in this process. Building upon previous research conducted by the author on reflective diary practice and learner autonomy, this paper presents the findings of two studies carried out with two different groups of university students who were assigned the task of keeping a reflective diary intended to enhance their autonomous and self-regulated behaviours in foreign language learning. Although the main activity was the same, the teacher’s instructional approach varied between the two groups, which led to different outcomes in terms of autonomy development. While one group displayed clear markers of autonomy and self-regulation, such as intrinsic motivation, progress tracking, goal setting, and metacognitive awareness, the other group showed limited evidence of autonomous behaviours, as they approached the task more superficially, and the practice therefore did not achieve its intended goals. These findings from the two qualitative studies highlight the teacher’s substantial input in enabling autonomous learning within the EFL classroom.
Keywords: Higher Education; Language Learning; Metacognition; Scaffolding; Self-Regulation