Keywords
academic performance
self-initiation
self-regulation
relationship
How to Cite
Abstract
This study examines the level of learner autonomy and its relationship with academic performance among 420 EFL students across four academic years. Using quantitative methods, learner autonomy was measured through self-initiation and self-regulation scales, along with their subscales. Findings indicate moderately high levels of learner autonomy across all years, with Year Three students showing lower self-regulation ability than others. Spearman correlation analysis reveals a modest but positive correlation between learner autonomy and academic performance, suggesting that higher autonomy is associated with better academic outcomes. Notably, Year Two students exhibit the strongest correlations between learner autonomy and academic performance, indicating that the impact of autonomy varies across different stages of study. These findings highlight the need for action from key stakeholders. For teachers, the results support adopting learner-centred approaches that encourage goal setting, self-assessment, and motivation-driven activities to foster autonomy and improve academic outcomes. For policymakers, the study emphasises the importance of supporting teacher training programmes that equip educators with strategies to nurture learner autonomy
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