Australian Journal of Teacher Education
Abstract
The intersection of learner autonomy and multiliteracy pedagogy in EFL settings remains underexplored. To address this gap, this study investigates how multiliteracy pedagogy fosters learner autonomy in the EFL context. The study involved 24 university students majoring in English, for whom English was primarily a third language. The participants attended an intermediate speaking course, a compulsory class in their curriculum. A learner autonomy questionnaire was administered to measure autonomy in the EFL speaking context before and after the implementation. Additionally, semi-structured interviews and classroom observations enriched the data. The findings indicate a significant improvement in learner autonomy following the implementation of multiliteracy pedagogy. It identifies three themes illustrating how this pedagogy fosters autonomy: encouraging active learner involvement, allowing students to choose their own paths and set goals, and inspiring them to become researchers. This study provides valuable insights for educators seeking to promote learner autonomy in EFL speaking contexts.
Was this research funded?
No, research was not funded
Recommended Citation
Dewi, D. S., Hartono, R., Wahyuni, S., & Lestari, S. (2025). Fostering Learner Autonomy in EFL Setting through Multiliteracy Pedagogy: A Case in Tertiary Education. Australian Journal of Teacher Education, 50(2). https://doi.org/10.14221/1835-517X.6369