I wish to examine the impact of the shift to distance instruction on Saudi EFL college students' autonomous learning. Is it a sound methodology to compare the results of a current survey with results of studies conducted before the shift to distance instruction (before the pandemic), noting that participants in the old studies are also college students but from other Saudi regions? If the means of autonomous learning of students in the present study are higher than those in the old studies, can the improvement be attributed to the shift to distance instruction>
The pandemic has compelled educators to foster learner autonomy in online EFL learning, which is highly encouraged to explore, investigate, and report across different contexts. These relevant studies could be insightful.
Ariebowo, T. (2021). Autonomous learning during COVID-19 pandemic: Students’ objectives and preferences. Journal of Foreign Language Teaching and Learning, 6(1). https://doi.org/10.18196/ftl.v6i1.10079
Hidayati, T., & Husna, F. (2020). Learning English from home during the COVID-19: Investigating learners’ experience for online and autonomous learning. Langkawi: Journal of The Association for Arabic and English, 6(2), 202. https://doi.org/10.31332/lkw.v0i0.2223
Layali, K., & Al-Shlowiy, A. (2020). Students' perceptions of E-learning for ESL/EFL in Saudi universities at time of coronavirus: A literature review. Indonesian EFL Journal, 6(2), 97. https://doi.org/10.25134/ieflj.v6i2.3378
Good luck,
In this case that your participants are not the same, if I were you, I would prefer to do this research qualitatively by exploring how online education has made the students more autonomous....because a quick google search shows that many studies have indicated that online education can improve students' autonomy, but how this happened in your context can be interesting....
For judgment on success rate and outcomes. Naturally, performed based on criteria of success.
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