The Relationship between Autonomy belief and learners’ English Achievement: A Study of Iranian Students of Medicine

Developing potentiality in language learning plays an important role in theory and practice of language education. Accordingly, shifting from teacher-centered to learner-centered instruction has highlighted individual differences in language performances. Following Ellis (2008), individual differences are contributing in learners’ L2 performances. Learners with diverse backgrounds and achievements come to class attempting to be competent enough to learn L2 in terms of several aspects. Autonomy roots in Holec’s (1981) theorization which denotes the capacity to take charge of one’s learning … to have and to hold the responsibility for all decisions concerning all aspects of this learning, … determining objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedures of acquisition, and evaluating what has been acquired (p. 3). According to Lazar (2013), autonomous learners learn by doing, as they plan and implement aspects of the learning process, and by reflecting upon their progress through peer or self-assessment (p. 461). Autonomous learners make decision about their learning which entails learning how to learn. It is capacity for critical reflection, decision-making and independent action. Mentioning Little (1999), it assumes but also entails that the learners will advance a particular kind of psychological relation to the process and content of their learning. Autonomous learners intend to uphold effective learning and to promote autonomous learners, better prepared to involve actively and responsibly in their communities. Based on the objectives of the study, following research questions are pursued:1. Is there any significant relationship between autonomy and learners’ English achievement?2. Is there any significant difference between Iranian medical female and male learners with regard to autonomy?This study was conducted on 100 students of Nursing, Health, and Paramedical at Medical Science University of Zahedan. They were randomly selected from students who participated in General English course. The instrument of study were Macaskill and Taylor (2010) questionnaire which consists of 12 5-Likert scale items (strongly agree=1 to strongly disagree=5). According to Macaskill and Taylor (2010), reliability of the scale is at high level of 0.81. To check learners’ English performances, their mark in the final examination of the semester was considered. The Cronbach's Alpha of the English Achievement test was calculated as 0.83. Test revealed a high reliability proving its quality as a testing instrument. The data were analyzed by spss , Pearson correlation and T-test.The results of showed that there was a significant correlation between learners' autonomous beliefs and their general English performance(r=.845). but the re was no significant differences between learners' autonomy with regard to their gender (t=.43). It is implied that faith in capabilities and directing and controlling learning are necessities to enhance EMP learners’ achievements. autonomous students will take risks, attend to accuracy and appropriateness of intended meaning and revise and reject hypotheses and rules that do not put on. As such training at various skills and topics in the field of autonomy in language learning is exceedingly commended.