| dc.description.abstract | Learner autonomy (LA) is defined as the
readiness to assume responsibility for learning in the
service of one's needs and purposes. LA entails one’s
capacity and willingness to act independently and
cooperate with others as a socially responsible
person. There is a dearth of studies conducted on e learner autonomy among ESL (English as a Second
Language) learners in Sri Lanka. Hence, this cross sectional study aimed to assess the e-Learning
Autonomy (e-LA) of ESL learners in higher education
institutes in Sri Lanka. An online questionnaire that
consisted of two sections, i.e. the socio-demographic
data and e-learning autonomy scale, were shared in
social media for two weeks and responses were
received. Data were analysed using SPSS 23.0
version. Shapiro-Wilk test revealed that the data are
not normally distributed on the e-LA score. The
descriptive statistics (frequency, percentage, mean
and standard deviation), Mann–Whitney U test,
Kruskal–Wallis test were performed to find the
associations. During the given two weeks, 154
participants responded to the study, and the majority
were females (62.3%). The mean e-LA score of the
study sample was 31.10 ± 2.78, which was lower than
the original study. There was a statistically
significant association between the level of e-LA and
the academic stream (p<0.05). However, e-LA had no
statistically significant associations with gender
difference, academic years, and satisfaction with
internet facilities or satisfaction with the
instructor/lecturer support (p> 0.05). The lecturers'
necessary interventions and the students'
commitment are crucial in improving e-LA among
ESL learners in Sri Lanka | en_US |
