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Vol. 12, No. 9;
6.0 for frequ
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Vol. 12, No. 9;
teacher” 
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Vol. 12, No. 9;
ents of learnin
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ies.ccsenet.org International 
Education Studies 
Vol. 12, No. 9; 2019 
112 
Independence is a main issue in autonomous learning; hence, 12 statements addressed this issue in the 
questionnaire. The data showed that most students feel that they could learn English without the help of a teacher 
(55.5%), and only 8.6% think it is not possible. In fact, 128 of the participants believe that the internet is an 
adequate substitute for teachers. Nonetheless, 48 participants stated that the internet could never replace teachers. 
160 participants (49.3%) stated that they always use smartphone applications for language learning. While the 
majority of students reflected high confidence in learning and finding resources on their own, they also insisted on 
the importance of lectures, noting that lectures should not replace lectures, not even partially. Figure 6 displays 
students’ answers to the statements addressing the importance of lectures and attendance. In a one-way ANOVA by 
GPA, it was found that students with the lowest GPA reflected less confidence in learning on their own (f≤0.01). 
Figure 6. Answers to the statements addressing the importance of lectures and attendance 
4.2 Interviews 
To initiate group interviews, the students were chosen from three English courses; namely, Phonetics and 
Phonology, Writing, and conversation. The phonetics students were third- and fourth-year students, the writing 
students were second year students, and the conversation students were first year students. They were all given a 
situation to imagine where a specific task is given to the students, this task involves a topic they have not been 
taught previously, each in their courses discipline. The students would, then, be tested for their knowledge on the 
topic they have been given. The students were asked three main questions: 
1) Would they be able to complete the task successfully without the help of their teacher? 
2) Could they “confidently” sit for a test? 
3) Would they like to have such tasks as part of the class assignments? 
The students in the group interview have various GPA levels ranging from 1.86-3.60. Once they were told to 
imagine the situation, the majority expressed enthusiasm. The students with high GPA believed they could 
definitely finish the task with ease. The students commented “we can search for answers on the net”, one student 
added “there are useful videos on YouTube that teach us how to do stuff, I always use YouTube”. The students with 
lower GPA and the conversation students reflected less enthusiasm and confidence, but nonetheless, expressed 
their will to try that experience to be able to decide whether they would like it and could pass it successfully. “How 
could I know if I can or can’t if I don’t try first?” asked on student. 
While the Phonetics and Phonology and writing students mostly believed they can sit confidently for the exam, the 
conversation students did not. They mostly felt they needed the teachers’ comments on the task and tips to improve 
their presentation skills. One student commented, “I might know the information, but presenting it needs my 
teacher’s help.” Another student asked, “presenting is a practical skill, doesn’t a practical skill need in-class 
practice?” the writing class students believed that one task could be completed independently, hence making 
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