Authors

1 Farhangian University of urmia

2 Urmia University

Abstract

Zoltán Dörnyei (2005) proposed a new form of motivation which is aiming at equipping the learners with a lifelong approach to motivation which is self-induced by the learner and it is not needed for any extrinsic mediation, having understood how to keep yourself motivated. This study was an attempt to find out the effect of self-motivation strategies instruction on the learners belief on learner autonomy in L2 learning. To find out the possible effect of our independent variable we selected one intermediate level class in grade 2 (25 male) in high school out of the whole population of high school students in west Azerbaijan, Iran via availability sampling. Having ensured for the homogeneity of the class members’ English proficiency through Nelson test, we gave them a questionnaire on the learner’s belief on autonomy in learning L2 to answer. Then within two months, in a separate class the students were given instructions on how to employ self-motivation strategies while learning English. After two months of instruction, they were given the same questionnaire again to get to know the possible effect of our independent variable. Having analyzed the obtained data in SPSS software, the results showed that our hypothesis was rejected and our null hypothesis was verified.

Keywords

Bailly, S. &Ciekanski, M. (2006).Learning as identity in practice: The role of the learner-advisor relationship in supported self-directed learning structure. In Lamb, T.E. and Reinders, H. (Eds.) Supporting independent learning: Issues and interventions. Frankfurt: Peter Lang.
Balçıkanlı, C. (2010).Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education, 35(1), 90-103.
Benson, P. (2001). Teaching and Researching
Autonomy in Language Learning. Essex: Pearson Education Ltd.
Cotter all, S. (1995). Developing a course strategy for learner autonomy. ELT Journal.49(3), 219-227.
Ceylan, N, Okumuş. (2015).Fostering learner autonomy. Social and Behavioral Sciences. 199 85-93.doi: 10.1016/j.sbspro.2015.07.491
Chuan, C, S, (2010).An experimental study of learner autonomy in language Learning. Retrieved 2010 fromhttp://ir.csu.edu.tw /bitstream/987654321/1328/1/404
Dickinson, L. (1993). Autonomy and motivation:
A literature review. System, 23(2), 165-174.
Éva, Illés. (2012).Learner autonomy revisited.
ELT Journal. 66(4), 505-513.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. Jacobs, G. & Farrell, T. (2003). Understanding and implementing the CLT paradigm. RELC Journal, 41(1),5-30.

Lacey, F. (2007). Autonomy, never, never, never! Reflections: Retrieved November 23, 2013 fromhttp://eng291.wikispaces.com/Frank+L acey+-+Autonomy+-+Never,+Never,+Never!
Little, D. (1991). Learner autonomy: Definitions, issues and problems. Authentic Ltd  
Littlejohn, A. (1985). Learner choice in language study. ELT Journal.39(4), 253-261.

Markus, H. & Nurius, P. (1986). Possible selves. American Psychologist. 41, 954-969.
Scharle, A., & Szabo, A. (2000). Learner autonomy: A guide to developing learner responsibility. Cambridge: Cambridge University Press.
Zarei, A. & Zarei, N. (2015). On the effect of language proficiency on learners’ autonomy and motivation: Journal of English Language and Literature. 3(2), 263-270.