Abstract:

This research paper explores comparative predicting role between learner autonomy and motivation in regard to the English language performance of tertiary education in Bangladesh. It sheds some insights on the existing teaching and learning practices and the low performances of English language of tertiary students. On the basis of study design, data has been collected through survey questionnaire from three different public universities. Findings imply that there exists a strong relationship between learner autonomy, motivation and English language performance of the students. Those students that are motivated, are found to be more autonomous. The findings suggests that learner autonomy and motivation both have significant positive impact on English language performance. It is found motivation is stronger predicator for English language performance in comparison to learner autonomy in Bangladesh. Students having both autonomous behavior and motivation are found with better achievement than those who are reluctant about these aspects. Besides, this research recommends some pedagogical improvements in the existing tertiary education for teaching English.

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