Are the Motivated Learners the Autonomous Ones?

Monica R. Cabanding 1 Philippines
1 Bataan Peninsula State University, Dinalupihan Campus
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Published 2026-06-08
Vol. 5 No. 3 (2026) PAGES 1947-1962
DOI 10.51574/ijrer.v5i3.4845
Views / Downloads 104 57

While theoretical frameworks connect language learner autonomy with identity-oriented motivation, empirical literature often overlooks how pre-service teachers’ long-term professional identities interact with autonomous learning. This study addressed this gap by examining the relationship between pre-service teachers' English learning motivation and their self-assessment as autonomous ESL learners. Utilizing a correlational design, survey data from 243 respondents were analyzed using simple regression analysis. Results indicated high overall motivation (M = 4.19), primarily driven by international orientation (M = 4.45) and professional instrumentality (M = 4.22). Concurrently, respondents demonstrated a high level of learner autonomy (M = 3.92), characterized by strong learning accountability (M = 4.35). However, critical academic vulnerabilities emerged, specifically a dip in oral communication self-efficacy (M = 3.90) and weaknesses in time-related self-management (M = 3.53). Regression analysis confirmed that motivation significantly and positively predicts learner autonomy (β = 0.32, p < .001), accounting for 11% of its variance (R2 = 0.11). This study underscores the critical role of identity-driven motivation in fostering learner independence. Pedagogically, it implies that teacher education programs must pivot from achievement-oriented targets to design holistic curricula that intentionally cultivate global motivations while integrating structured interventions to reinforce behavioral time discipline and oral communication confidence among future language teachers.

Cabanding, M. R. (2026). Are the Motivated Learners the Autonomous Ones?. ETDC: Indonesian Journal of Research and Educational Review , 5(3), 1947–1962. https://doi.org/10.51574/ijrer.v5i3.4845
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Copyright (c) 2026 Monica R. Cabanding

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Keywords
Learner Autonomy L2 Motivation L2 Motivational Self-System Pre-Service Teachers Time Management