Developing Autonomy Through Student-Centered English Language Learning Process for Engineering Students

  • Marian Lissett Olaya
Keywords: autonomous learning, language education, technology-based activities


This article focuses on how the incorporation of autonomy into university students’ learning process improves their English language performance. The participants of this study were 25 students of engineering programs in a public university. Data collection was done through observation, a survey, and a group interview. Two categories that emerged after the data analysis supported the main finding that technology-based activities can be conceived as a starting point for the incorporation of autonomous learning in the English language education at the university.


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Author Biography

Marian Lissett Olaya

holds a B.A in Foreign Languages from Universidad Pedagógica y Tecnológica de Colombia. She also holds a M.A in English Language Teaching for Self-directed Learning from Universidad de La Sabana. She has been an English Language teacher for nine years in which she has gained a lot of experience teaching English for engineering programs. Her research experience is focused on how reflective teaching strategies fosters students’ language learning. She is currently the coordinator of the International Language Institute in the city of Sogamoso. She is currently the coordinator of the International Language Institute of Universidad Pedagógica y Tecnológica de Colombia.


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How to Cite
Olaya, M. L. (2018). Developing Autonomy Through Student-Centered English Language Learning Process for Engineering Students. GiST Education and Learning Research Journal, (17), 34-58.