The Role of EFL Learners Self-Autonomy in Developing Oral Performance at the Pre-Intermediate Level

This study investigated the impact of the self-autonomy on improving Iranian EFL learners’ speaking skill. To perform this study, the whole population of the study was 65 Iranian male and female EFL learners at Islamic Azad University of Abadan. Their level of English proficiency was measured through the Oxford Quick Placement Test (the OQPT) and 40 pre-intermediate learners out of the 65 learners were eventually chosen as the sample. The learners who scored from 27 to 35 were selected as the pre -intermediate level. Then, they were divided into two groups of experimental (i.e., using self-autonomy) and control (i.e., using conventional method). In the control class, there were 20 students. Students engaged in traditional teaching and learning a foreign language the syllabus and materials of through question and answer and answering the textbook drills. The other class was the experimental class in which the participants received special training through self-autonomy activities. Moreover, the findings of present study have shown that the learners’ self-autonomy had effect on the learners speaking skill.