Using Language Learning Contracts as a Strategy to Promote Learner Autonomy among ESL Learners

This study explores the use of language learning contracts as a strategy to promote learner autonomy among ESL learners. The study investigates learners’ experience in using the learning contracts and the extent to which the contracts could be used to develop learners’ ability to become autonomous language learners. Qualitative data, gleaned from the contracts, transcripts of the learner conferences and interviews, were thoroughly read and carefully coded into significant themes through the content analysis method. Quantitative data from the questionnaires were tabulated and presented in percentages and frequencies. Both types of data were analyzed separately but were used together to give a richer and more comprehensive account of the study. Findings showed that learners’ experience with the learning contracts were shaped by their perceptions on perceived gains, sources of motivation, challenges and usefulness of the contracts. Several pragmatic, social and affective reasons underlie the way they plan and carry out learning contract activities.