The Exercise of Learner Autonomy in a Virtual EFL Course in Colombia

Main Article Content

Paula Andrea Bedoya


This case study explores how a group of graduate students manifest autonomy in an English as a Foreign Language virtual course at a Colombian university. Analysis of questionnaires, forums, and interviews showed that students manifested attitudes that led to autonomy such as motivation and commitment at the beginning of the course, but they also manifested high levels of dependence and lack of self-confidence. Later, they became more confident and performed more independently, two attitudes closely-related to autonomy. Furthermore, the results show that factors such as course design, the platform, and the teacher’s role influenced the students’ exercise of autonomy. Finally, the need for designing virtual English as a Foreign Language courses that promote autonomous learning and the teachers’ and the students’ roles in virtual environments are discussed.

Article Details

How to Cite
BedoyaP. A. (2014). The Exercise of Learner Autonomy in a Virtual EFL Course in Colombia. HOW Journal, 21(1), 82-102.
Research Reports
Author Biography

Paula Andrea Bedoya, Universidad de Antioquia, Medellín

Paula Andrea Bedoya works as a teacher and researcher at Universidad de Antioquia (Colombia). She holds a Master’s in foreign language teaching and learning from the same university.


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