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Table 4 Descriptive statistics of the attitudes toward the courses’ capability to foster learner autonomy

From: The pedagogical efficacy of ESP courses for Iranian students of engineering from students’ and instructors’ perspectives

Item

Statement

User

Percentage

M

SD

SA

A

U

DA

SDA

1

Helping students become more independent while learning English was an objective of the course.

St.

18.34

36.05

6.53

3.12

15.95

3.18

1.39

Inst.

11.11

29.62

24.07

29.62

5.55

3.11

1.27

2

The course was intended to boost autonomous learning by virtue of corpus introduction.

St.

16.08

33.42

11.68

24.25

14.57

3.12

1.34

Inst.

0

38.88

24.07

31.48

5.55

2.96

0.97

3

The course was aimed to raise learner autonomy, making use of a variety of online/offline ICT tools.

St.

9.42

22.99

8.54

33.42

25.63

2.57

1.36

Inst.

3.70

29.62

24.07

24.07

18.51

2.76

1.18

4

The course facilitated autonomous ESP learning assigning learners portfolio compilation tasks

St.

20.98

22.61

10.68

23.99

21.61

2.95

1.50

Inst.

0

40.74

16.66

29.62

712.96

2.85

1.10

5

The course was aimed at promoting autonomous ESP learning promoting the study of extra materials along with the prescribed instructional content.

St.

17.08

41.71

7.41

18.72

15.07

3.27

1.35

Inst.

7.40

44.44

14.81

29.62

3.70

3.22

1.08

6

The course viewed learner autonomy as a matter of interest, providing students with a mechanism to self-monitor their progress toward an absolute mastery of technical English.

St.

17.46

30.65

23.49

16.08

12.31

3.25

1.26

Inst.

11.11

38.88

25.92

20.37

3.70

3.33

1.05

Total

St.

16.56

31.24

11.41

23.26

17.52

3.06

1.38

Inst.

5.55

37.04

21.60

27.47

8.33

3.04

1.10