Abstract            Volume:8  Issue-6  Year-2020         Original Research Articles

Online ISSN : 2347 - 3215 Issues : 12 per year Publisher : Excellent Publishers Email : editorijcret@gmail.com

The main objective of this study is to investigate learning strategies students use to learn English autonomously at Wolaita Sodo Secondary School. Descriptive survey design was employed in this study. The sample sizes of the study were 66 students and 10 teachers in the academic year 2005 E.C. The students were selected using a random sampling while teachers were selected using purposive sampling. To collect data from the sample group, questionnaire, interview and observation were used. Data were analyzed quantitatively by percentage, mean and qualitative by description data. The findings indicated that the teachers were aware of problem identification strategies and they had positive attitudes towards autonomous learning. The majority of students were not planning or setting goals of their learning, monitoring their own progress, attempting to identify their strength and weakness. Again, lack of grammar and vocabulary knowledge and unaware of their roles effectively are found to be the reasons for the ineffectiveness of autonomous learning of English in the classroom. The study also revealed that teachers were not encouraging students to use different learning strategies. They also did not give enough technical support on how to plan for independent learning and presenting new view points and experiences on autonomous learning. In addition, teachers’ lack of sufficient knowledge on subject matter and inability to give counseling are one of the recognized challenges that affect autonomous learning of English in the school. Thus, based on the above findings, and conclusions drawn, suitable recommendations have been forwarded.

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