The application of a course management system to enhance autonomy in learning English as a foreign language

This study investigated the extent to which learner autonomy could be fostered in a blended learning situation involving the integration of a course management system into a traditional face-to-face English class. The purpose was to identify whether there was evidence that such an intervention brought about changes in the students’ perception and practice in relation to their autonomous learning. The research engaged two groups of Thai university students who enrolled on an English Foundation course. In the Thai educational context, cultural influences and normal educational practices are obstacles to the promotion of autonomous learning. The prevailing characteristics attributed to Thai learners are that they are obedient, uncritical and unwilling to challenge the authority of teachers. To promote autonomous learning in Thailand is, therefore, a challenge. The research makes use of both qualitative and quantitative methods. The data from questionnaires and student learning journals suggest that the course management system plays a prominent role in the creation and development of four aspects of learner autonomy. These are autonomous perception, autonomous behaviour, autonomous strategy and interdependence.