Active Learning as a Means for Learner Autonomy and Achievement

Abstract This research paper explores the impact of Active Learning (AL) on learner autonomy and achievement in English as a Foreign Language (EFL) classroom at the University of Khartoum. The research addresses the pressing challenges of passive learning and the declining English language competence among university students. The research problem stems from the widespread monotony of traditional lecture-based teaching methods, leading to disengagement, low achievement, and reliance on spoon-fed learning. Active Learning is proposed as a means to counteract these issues by encouraging student engagement, critical thinking, and independence in learning. The study investigates two primary research questions: (1) How does Active Learning influence learner autonomy? (2) To what extent does it enhance the academic achievement of EFL learners at the University of Khartoum? By incorporating AL activities into English language courses, the study examines the effects of these activities on students' learning behaviors, involvement, and overall academic performance. A pre-test and post-test methodology, combined with qualitative observations, assesses the outcomes of the AL approach. The results suggest that Active Learning fosters greater learner autonomy, promotes higher-order thinking, and significantly improves student achievement. The study’s findings contribute to the broader discussion on reforming higher education pedagogy, providing a practical framework for integrating Active Learning into university-level English instruction. The study’s scope is limited to EFL learners at the University of Khartoum, but the findings offer valuable insights for similar educational contexts seeking to implement learner-centered teaching approaches.