Pre-service teachers’ autonomy in English language learning

Purpose The present quantitative-descriptive study aims to measure the level of English language learning autonomy pre-service teachers. Design/methodology/approach A short list questionnaire developed by Dixon (2011) was administered 61 teachers enrolled in Western Mindanao State University order their autonomy. Differences on levels across participants’ gender, number languages spoken and first were also explored. Findings Results revealed that participants are highly autonomous learning. Gender, found have no significant influence Research limitations/implications indicate and, therefore, ready for lifelong This implies pedagogical instructional advantages, as they can learn explore independently. Practical implications Since do not significantly autonomy, it is suggested need develop differentiated instructions activities anymore, which will cater three profile variables fostering learning, already exhibit a Social would allow students be aware importance Thus, prepare them independent learners, engage themselves professional world. Originality/value As one Asia’s developing countries, Philippines captured small studies contributions field research (Madrunio, Tarrayo, Tupas Valdez, 2016 cited Iñigo, 2018). Specifically, there conducted measures “language autonomy” Philippine’s higher education much knowledge researcher. this determine Philippine context. Furthermore, intended differences genders, language.