Promoting learner autonomy and improving reflective thinking skills through reflective practice and collaborative learning

In this study, the role of reflective practice and collaborative learning practice in promoting learner autonomy (LA) and improving reflective thinking skills (RT) and related learner perceptions were explored. A mixed-method design was preferred to investigate the issue, with participants enrolled in an Academic English Skills (EAP) course (N= 41). Quantitative data analysis of pre- and post-test scores of Learner Autonomy Scale (LAS) and Reflective Thinking Scale (RTS) detected no statistically significant difference in participants' learner autonomy and reflective thinking skills. However, the results of Change in Learner Autonomy Scale (CLARTS) demonstrated a statistically significant change in LA and RT. Finally, the qualitative findings obtained from student interviews supported the results of CLARTS and revealed positive attitudes of learners towards reflective practice and collaborative practice.

Automated summary

This study explores the role of reflective practice and collaborative learning practice in promoting learner autonomy and improving reflective thinking skills and related learner perceptions. The results show no significant difference in learner autonomy and reflective thinking skills in quantitative data analysis, but there is a significant change in learner autonomy from qualitative data analysis. The qualitative findings from student interviews support these results.