Abstract:

Learner autonomy is frequently debated among English language teachers and scholars around the world. Particular concerns include the ways in which conceptions of autonomy are changing within our field, and the ways in which new conceptions of autonomy fit in with broader developments in language teaching and learning theory, educational practice and social thought (Benson, 2007). From the perspective of Self-determination theory, autonomy supported learning environment has close relation with intrinsic motivation, higher perceived competence and academic achievement. The present study aims to define the prediction level of ELT students’ academic achievement using their language learning orientation and autonomous learning. Results show that there is a positive correlation between intrinsic motivation and academic achievement, and also between autonomous learning and academic achievement. The regression analysis shows that autonomous learning and intrinsic motivation predict academic achievement strongly.

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