INVESTIGATING AUTONOMOUS LEARNERS’ PROCESS IN LEARNING ENGLISH SPEAKING

Abstract

Autonomous learners are self-directed learners who are active in the process of learning English speaking, from setting learning goals, selecting instructional materials, determining strategies, choosing media, to evaluating their learning. Therefore, it is undeniable that they can speak English because they frequently engage in self-directed learning. This research aims to investigate the internal mechanisms through which autonomous learners acquire English speaking skills using empirical and theoretical data grounded in cognitive theory, psychology, and neuroscience. This research employed a qualitative case study design involving four sixth-semester students. The data were collected through interviews and analyzed using thematic analysis. The findings revealed that autonomous learners demonstrated strong self-regulation in both learning and speaking activities. They actively controlled their own learning process and continuously practiced speaking independently. From a cognitive perspective, the learners tended to reinforce information through repeated exposure and practice in order to strengthen memory activation.