The correlation between Iraqi efl preparatory school students’ perception on autonomy and performance in receptive skills

Abstract EN

Different students approach learning and acquiring language from different perspectives.

Some students appreciate the authoritative, sage-on-the-stage style of teaching, while some learners like the concept of having control over what they learn, how they learn it, and when they begin learning.

Based on these learning preferences and how these ideas are understood by Iraqi English language learners, the following is what this study seeks to determine: 1- Iraqi EFL preparatory school students’ perception on autonomy and their performance in receptive skills.

2- The correlation between Iraqi EFL preparatory school students’ perception on autonomy with their performance in receptive skills.

The study is a correlational descriptive one uses the quantitative correlational research deign.

The population consists of 385 students from different Iraqi preparatory schools during the academic year 2021/2022.

The data is gathered by employing a questionnaire to find the students’ perception on autonomy as well as a test to assess their performance in receptive skills.

The instruments are administered to the study sample once their validity and reliability are assessed.

The results of the statistical manipulation show the following: 1.Iraqi EFL preparatory school students have poor perception on autonomy.

2.Iraqi EFL preparatory school students show moderate level of performance in receptive language skills.

3.There is a statistically significant correlation between the students’ perception on autonomy with their performance in receptive skills.

That is, the more the students perceive autonomy, the better their performance in receptive skills is.