Investigating Learner Autonomy Development Through a Complex Dynamic Systems Theory Lens: An Indonesian Context

Yunita, Ratna (2023) Investigating Learner Autonomy Development Through a Complex Dynamic Systems Theory Lens: An Indonesian Context. The Learner Development Journal (7). pp. 32-58. ISSN 2433-5401

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Abstract

This research explores the development of learner autonomy in Indonesia. After tracing the author’s learning journey as a pro-autonomy teacher, and sketching in some of the recent initiatives regarding autonomy in Indonesian education policy, the study focuses on two university students’ autonomy development during 2020-21. I employ Complex Dynamic Systems Theory (CDST) to analyse focal autonomy factors among non-English majors, using a qualitative approach with semi-structured interviews and triangulated data. The participants were two college students taking an English for Specific Academic Purposes (ESAP) course in
their first year at university. The findings show that four key factors—learners’ affective state and regulation, behavioural change, restrictions, and external push and support—are connected to the development of learner autonomy. The following necessary conditions for achieving learner autonomy were discovered in this case study: creating opportunities to experience a sense of achievement within and beyond the classroom, as well as the teacher’s significant role in introducing autonomy and supporting students’ learning progress.

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