Advancing autonomy in Tunisian higher education: Exploring the role of technology in empowering learners

Mimoun Melliti; Mansour Henchiri

doi:10.55056/etq.780

Authors

Mimoun Melliti University of Kairouan https://orcid.org/0000-0002-2791-4051
Mansour Henchiri University of Kairouan https://orcid.org/0009-0000-8037-3402

DOI:

https://doi.org/10.55056/etq.780

Keywords:

learner autonomy, technology integration, self-directed learning, digital literacy, survey

Abstract

This study explores technology-based learner autonomy in Tunisian higher education, focusing on the Raqqada English department. It examines student engagement with technology-driven learning and the challenges faced by educators, highlighting a gap between students' theoretical readiness for self-directed learning and their actual use of digital tools. Utilising a mixed-methods approach, quantitative data were collected from 102 English students via questionnaires, and qualitative data from interviews with 25 educators. Findings reveal that while 80% of students engage in autonomous learning outside the classroom, in-class technology usage is significantly lower, indicating a disconnect with existing infrastructure. Furthermore, 76% of students acknowledge technology's role in supporting diverse learning styles, and 67% link smart classrooms to increased motivation. However, challenges such as limited digital literacy, inadequate training, and poor infrastructure hinder effective technology integration. Educators expressed concerns about rigid teaching methods and insufficient autonomy at earlier educational levels, suggesting that autonomy is better developed at the master's level. The study concludes that enhancing infrastructure, training, and digital resource availability is crucial for advancing learner autonomy. Recommendations include fostering intercultural collaboration through programs like Collaborative Online International Learning (COIL) and implementing varied assessment methods to evaluate learner autonomy better. Additionally, professional development programs for educators and students are necessary to promote autonomy and active learning strategies.

Downloads

Download data is not yet available.

Abstract views: 102 / PDF views: 36

References

Ahmadi, M.R., 2018. The Use of Technology in English Language Learning: A Literature Review. International Journal of Research in English Education, 3(2). Available from: https://doi.org/10.29252/ijree.3.2.115.

Alajmi, Q., Al-Sharaf, M.A. and Abuali, A., 2020. Smart Learning Gateways for Omani HEIs Towards Educational Technology: Benefits, Challenges and solutions . International Journal of Information Technology and Language Studies, 4(1), pp.12–17. Available from: https://journals.sfu.ca/ijitls/index.php/ijitls/article/view/123.

Ben Youssef, A., Dahmani, M. and Ragni, L., 2022. ICT Use, Digital Skills and Students’ Academic Performance: Exploring the Digital Divide. Information, 13(3), p.129. Available from: https://doi.org/10.3390/info13030129.

Borg, S. and Alshumaimeri, Y., 2019. Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), pp.9–38. Available from: https://doi.org/10.1177/1362168817725759.

Cheikh, K., 2021. Insights about developing learners’ autonomy in Tunisia. Available from: https://www.academia.edu/45061452/.

Creswell, J.W., 2009. Research Design: Qualitative, Quantitative and Mixed Methods Approaches. 3rd ed. SAGE Publications, Inc. Available from: https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf.

Creswell, J.W. and Creswell, D.J., 2018. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 5th ed. SAGE Publications, Inc. Available from: https://spada.uns.ac.id/pluginfile.php/510378/mod_resource/content/1/creswell.pdf.

Egbert, J., Huff, L., McNeil, L., Preuss, C. and Sellen, J., 2009. Pedagogy, Process, and Classroom Context: Integrating Teacher Voice and Experience Into Research on Technology-Enhanced Language Learning. The Modern Language Journal, 93(s1), pp.754–768. Available from: https://doi.org/10.1111/j.1540-4781.2009.00971.x.

El Moudden, A. and Lamkhanter, F., 2023. Exploring Learning Autonomy: An Investigation into the Perceptions and Practices of ENCG Students in the Acquisition of English Language Skills. International journal of language and literary studies, 5(4), p.207–221. Available from: https://doi.org/10.36892/ijlls.v5i4.1484.

Elmahjoub, A. and Lamb, T., 2019. Learner Autonomy: A Cultural Perspective From Libya. In: F.G. Giuseffi, ed. Self-Directed Learning Strategies in Adult Educational Contexts. Hershey, PA: IGI Global, chap. 4, pp.71–89. Available from: https://doi.org/10.4018/978-1-5225-8018-8.ch004.

Fedj, S. and Bouhass Benaissi, F., 2018. Key Conceptions on Learner Autonomy and Particular Links with the Algerian Educational Context. Arab World English Journal, 9(3), p.445–457. Available from: https://doi.org/10.24093/awej/vol9no3.30.

Felix, C.V., 2020. The Role of the Teacher and AI in Education. In: E. Sengupta, P. Blessinger and M.S. Makhanya, eds. International Perspectives on the Role of Technology in Humanizing Higher Education. Leeds: Emerald Publishing Limited, Innovations in Higher Education Teaching and Learning, vol. 33, pp.33–48. Available from: https://doi.org/10.1108/S2055-364120200000033003.

Gardner, D. and Miller, L., 2013. The Management Skills of SALL Managers. Studies in Self-Access Learning Journal, 4(4), pp.236–252. Available from: https://doi.org/10.37237/040402.

Gordon, N., 2014. Flexible Pedagogies: technology-enhanced learning. The Higher Education Academy. Available from: https://www.advance-he.ac.uk/knowledge-hub/flexible-pedagogies-technology-enhanced-learning.

Hafner, C.A. and Miller, L., 2011. Fostering Learner Autonomy in English for Science: A Collaborative Digital Video Project in a Technological Learning Environment. Language Learning & Technology, 15(3), pp.68–86. Available from: https://doi.org/10125/44263.

Hamdy, A., 2007. Survey of ICT and Education in Africa: Tunisia Country Report. (InfoDev ICT and Education Series). Washington, DC: World Bank. Http://hdl.handle.net/10986/10656.

Karamti, C., 2016. Measuring the Impact of ICTs on Academic Performance: Evidence From Higher Education in Tunisia. Journal of research on technology in education, 48(4), pp.322–337. Available from: https://doi.org/10.1080/15391523.2016.1215176.

Khoudri, I. and Zeriouh, M., 2023. Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates. Journal of English Language Teaching and Linguistics, 8(2), pp.139–156. Available from: https://doi.org/10.21462/jeltl.v8i2.1043.

Lamkhanter, F., 2022. Learner Autonomy: Attitudes and Practices of Moroccan University Students in English Departments. International Journal of Language and Literary Studies, 4(1), p.189–207. Available from: https://doi.org/10.36892/ijlls.v4i1.811.

Liang, J.C., Hwang, G.J., Chen, M.R.A. and Darmawansah, D., 2023. Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach. Interactive Learning Environments, 31(7), pp.4270–4296. Available from: https://doi.org/10.1080/10494820.2021.1958348.

Loganathan, N. and Hashim, H., 2020. Millennial Teachers’ Use of Technology in ESL Classroom: A Review of Literature. International Journal of Academic Research in Business and Social Sciences, 10(12), pp.907–923. Available from: https://doi.org/10.6007/ijarbss/v10-i12/8098.

Marzuki, Indrawati, I. and Yunus, I.H., 2023. Teachers’ Challenges in Promoting Learner Autonomy. Pioneer: Journal of Language and Literature, 15(1), pp.119–137. Available from: https://doi.org/10.36841/pioneer.v15i1.2853.

Moradi, H., 2022. An exploration of autonomy, agency and identity in EFL contexts - (Mark) Feng Teng, Autonomy, Agency and Identity in Teaching and Learning English as a Foreign Language. Singapore: Springer, 2019. Pp. i-xii+132. Hardback £74.99, ISBN 978-981-13-0727-0. English today, 38(1), p.63–65. Available from: https://doi.org/10.1017/S026607842000053X.

Oxford, R.L., 1990. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle & Heinle Publishers.

Pellerin, M., 2017. Rethinking the Concept of Learner Autonomy within the MALL Environment. In: M. Cappellini, T. Lewis and A. Rivens Mompean, eds. Learner Autonomy and Web 2.0. Equinox, Advances in CALL Research and Practice, pp.91–114.

Ponce, O.A. and Pagán-Maldonado, N., 2015. Mixed Methods Research in Education: Capturing the Complexity of the Profession. International Journal of Educational Excellence, 1(1), pp.111–135. Available from: https://doi.org/10.18562/ijee.2015.0005.

Qutub, M.M.T., Bukhari, S.S.F., Fadel, S.A. and Aljuhani, H.S.A., 2023. The Future of English as a Foreign Language Teaching and Learning in View of the Fourth Industrial Revolution in the MENA Region. Arab World English Journal, (9), p.67–86. Available from: https://doi.org/10.24093/awej/call9.5.

Reinders, H., 2007. Big Brother Is Helping You: Supporting Self-Access Language Learning with a Student Monitoring System. System: An International Journal of Educational Technology and Applied Linguistics, 35(1), pp.93–111. Available from: https://www.learntechlib.org/p/102407.

Reinders, H. and Hubbard, P., 2013. CALL and Learner Autonomy: Affordances and Constraints. In: M. Thomas, H. Reinders and M. Warschauer, eds. Contemporary Computer-Assisted Language Learning. New York: Continuum, chap. 19, pp.359–375. Available from: https://innovationinteaching.org/docs/chapter-2012-Reinders-and-Hubbard.pdf.

Stensmo, C., 2008. Ledarskap i klassrummet. 2nd ed. Lund: Studentlitteratur.

Suherdi, D., 2017. English teacher education for the 21st century Indonesia: synergizing character building and academic achievement. Bandung: UPI Press.

Xu, B., Stephens, J.M. and Lee, K., 2024. Assessing Student Engagement in Collaborative Learning: Development and Validation of New Measure in China. The Asia-Pacific Education Researcher, 33(2), pp.395–405. Available from: https://doi.org/10.1007/s40299-023-00737-x.