Learner Autonomy and Heutagogical Readiness

A Study of English Language Learning in Islamic Higher Education Institutions

Abstract

This study investigated the relationship between learner autonomy and heutagogical readiness among English language learners at Institut Agama Islam Negeri (IAIN) Palopo. A mixed-methods approach examines 127 undergraduate students from the second through fourth years of study in the English language program. Quantitative data were collected through the Learner Autonomy Profile (LAP) and Heutagogical Readiness Assessment (HRA). At the same time, qualitative insights were gathered through semi-structured interviews and classroom observations conducted over one academic semester. The findings revealed that participants demonstrated moderate levels of learner autonomy (M=3.24, SD=0.76) but lower readiness for fully heutagogical approaches (M=2.87, SD=0.92). Statistical analysis indicated a significant positive correlation between prior English learning experiences and current autonomy levels (r=0.68, p<0.01). Students from districts with limited secondary education resources showed more significant challenges in self-directed learning strategies, particularly in goal-setting (M=2.45) and self-assessment (M=2.33) compared to their urban counterparts. Despite these challenges, participants exhibited strong intrinsic motivation to improve their English proficiency (M=4.12, SD=0.54), suggesting potential for developing autonomous learning capacities. Qualitative data revealed that institutional factors, including curriculum design, assessment methods, and technological infrastructure, substantially influenced students' ability to engage in self-determined learning. The Islamic educational context provided unique opportunities and constraints for heutagogical approaches, with religious self-discipline emerging as a potential bridge between traditional pedagogical practices and more autonomous learning models. This research contributes to understanding learner autonomy in culturally specific educational settings. It offers practical recommendations for developing appropriately scaffolded approaches to foster greater self-determination in English language learning within Islamic higher education institutions.