Autonomous Language Learning in CALL Environments Using Transactional Distance Theory

Abstract

Transactional Distance Theory (TDL) fosters learner autonomy in language classrooms. This intervention study uses TDL as a theoretical framework to investigate how CALL supports autonomous language learning in online contexts. One hundred twenty-four intermediate English language learners from a nursing college in south India participated in this research. They were randomly assigned to the computer-assisted instruction (intervention) and traditional classroom instruction (control) groups. Sixty-two learners were in the experimental group and 62  in the control group. The intervention fostered learner autonomy by offering self-directed learning resources and self-monitoring tools for tracking the learner's progress. The post-intervention language proficiency and perceived autonomy of the learners were measured in the study. The intervention group outperformed the control group regarding language proficiency and displayed higher levels of perceived autonomy, according to the t-tests. The factor analysis of the feedback questionnaire was performed using the varimax rotation method, indicating that the intervention facilitated autonomy in CALL classrooms. These findings positively impact researchers and practitioners interested in CALL's ability to support learner autonomy and facilitate language acquisition online.