AUTONOMY ENGLISH LEARNING IN A MULTIMEDIA BASED INSTRUCTION:

Findings from a Systematic Review of the Literature

Abstract
Educational technology has been found to have positive effects on students’
attitudes like taking responsibility of their own learning. Hence, the meaning and
concept of autonomy have been made clear by researchers for many years, and
autonomy in language learning have progressed together with the new technological
advances. This study utilized the systematic literature review method in which the
search of every possible related study to locate every study on autonomy English
learning in a multimedia based instruction was candidly done. A repertory grid was also
used to outline the significant areas of the researches and to clearly present the
findings. The areas of concern that emerged from the grid are the following:
performance of learners in multimedia based instruction and level of autonomy learning
over the performance of students in a non-multimedia, advantages and effects of web-
based model to student’s autonomy learning, and perception of learners and teachers
on the importance and effect of multimedia on autonomy learning. From these themes,
the following gaps in autonomy language learning in multi-media based instruction
surfaced: teacher’s courseware in promoting autonomy learning, and variety of effective
means and methods of introducing network applications to promote students'
autonomous learning or a pedagogical framework for digital assisted language teaching
and learning, learner’s self-regulation and self-evaluation or learners’ role and control in
cybernetic or computer-generated learning. These results implicate that there is still a
wide area of study related to autonomy language learning in multimedia-based
instruction that need to be unraveled.

Introduction
Language learning is an important lifelong pursuit that is carried out in a variety
of ways according to changing social, educational, and working life imperatives, as well
as personal interests and needs. New technologies make a lifelong commitment to
language learning much more feasible and attractive than was the case in the past. In

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particular, technologies are uniquely suited to supporting language learning on an on-
going basis, in a range of settings, according to a person’s ability and needs (Hwang &
Chang, 2013; Lee, et.al, 2014 & Ng, et.al, 2015). They are uniquely personal tools with
the potential to promote exposure to target languages, prompt on-going reflection,
enable selection of affordable learning resources to suit an individual’s preferences and
situation-specific needs, and encourage autonomy learning. As Warschauer, (2007)
argued, the future of learning is digital [a cyber genre education].
The wide usage of the Internet facilities has brought the ways for enhancing and
developing learners’ skills based on different learning concepts by linking the distance
between the learners of the world in space, and making globalized communicational
stage (Piccoli, Ahmad, & Ives, 2001). The way of using the Internet facilities and others
applications to learn language can compensate for the lack of general approach with no
real language environment, which will greatly enhance language autonomy learning
(Papanikolaou, Grigoriadou, Magoulas, & Kornilakis, 2002, Elgatait, 2012).
Additionally, the exponential growth in the amount and the complexity of
information transmitted and shared on the Internet and the capabilities afforded by new
information technology result in the continuous emergence of new genres and new
literacy practices. The interpretation and understanding of these new genres and
practices calls for new models of genre analysis and new approaches to teaching
literacy and language where autonomy has to take center stage. The development of
autonomous language learning in an online environment [technology based instruction]
goes hand in hand with the development of new literacies (e.g. critical skills allowing
management of digital information sources, the ability to understand and make meaning
of multimodal texts, the ability to draw connections between pieces of information from
different sources), which in turn relies heavily on a firm understanding of the workings of
digital texts and of the cognitive processes learners engage in when constructing
meaning in hypertext. All these issues should, therefore, be considered in any
pedagogical approach that seeks to develop autonomy in online language learning
(Villanueva, 2010).
With these accounts, a growing body of computer-assisted language learning
research ranging from quantitative studies to qualitative has demonstrated the benefits

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and limitations of online learning. For instance in 2011, the special issue of Language
Learning & Technology was devoted to online autonomous learning (Lee, 2016).
Research findings showed that digital technologies offer the potential for autonomous
learning and contribute to language development (Smith & Craig, 2013; Lee, 2014).
Computer-mediated communication empowered students to take control of their own
learning and work autonomously in constructing L2 knowledge through social interaction
(Kim, 2014 cited by Lee, 2016). Another, Lee (2011) reported that blogs enabled
students to take an active part in decision-making, work independently through content
creation, and further reflect upon cross-cultural issues. Also, research reports showed
that students reacted positively to online courses and performed similarly to those in the
face-to-face settings (Blake, 2011 cited by Lee, 2016). Similarly, the findings in this
study’s literature review related to autonomy learning in multimedia based instruction
unveiled that students under the computer-based multimedia teaching model were
much more autonomous on their real learning performance and they preferred the
autonomous learning class via computer-based multimedia teaching model to the
traditional class.
However, despite these reports that strengthen the educational system’s
understanding of the advantages of language learning by means of multimedia
teaching/computer based instruction/cyber genre instruction/digital instruction and its
affordances of autonomous learning, there seem to be drawbacks using internet tools,
which this study has gained interest to unravel. For a case in point, an understanding on
how the learners perform their roles and take control of using internet tools to cause
constructive results in language learning has not been thoroughly examined since most
researches dwelt on the comparison of learners’ performance in a multimedia based
instruction and the traditional classroom (face-to-face instruction). Some internet tools
used by learners are Blogs, wikis, internet forums most often are the social media like
Facebook, twitter, Instagram and others. These applications foster learner autonomy.
For example blogs allow students to take charge of making their own decisions as to
what, how much and when to publish their work (Lee, 2010 cited by Plaku, 2017).
Through wikis students cooperate by working autonomously in the presence of others
(Donato, 2004). Also, internet forums/social media technologies like social networks

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provide many benefits to students and teachers. It is hence observed that every so
often that students use the Internet, being a global interconnected computer network
that offers a massive stretch of information, as their sources of learning. They also use
these technologies as their way of mediating the lapses incurred in a face-to-face
discussion, as Panolong and Soliba (nd) argued that the use of technology or computer
assisted language learning is an artefact for mediation, and technology-based
environments have been studied and confirmed efficient in mediated learning. However,
the perimeter as to when and what purpose these media are used as constructive
avenues of language learning seems missing.
Another instance of the glitches of multimedia based instruction which gained
some degree of examination is the teacher scaffolding to address the affordances and
the limitations of the multimedia/internet/digital/computer learning environment. Among
other perspectives of online learning, Levy and Stockwell (2006) cited by Lee suggested
that tasks need to be attainable and conducive to student interest and motivation in
order to inspire learner autonomy. Teachers not only need to create pedagogically
sound computer mediated communication tasks, but also build a supportive online
learning community to connect with students, foster peer interaction, and [guide
learners in using multimedia tools] (Hafner & Miller, 2011 cited by Lee, 2016). The
teachers as experts play a vital role in guiding, monitoring, and evaluating the learning
process to efficiently promote learner autonomy (Little, 2007). Moreover, teacher’s
courseware and effective means and methods of introducing network applications count
to promote students' autonomous learning and to increase their motivation of using
these technologies as effective means of learning.
These cited set of circumstances apparently suggests that autonomy learning in
a multimedia-based instruction is a keyword of language policy in the educational
system around the world. It has become a global educational issue as a key element of
fostering autonomy language learning. It shows that autonomy language learning in a
multimedia based instruction is a wide-ranging area of investigation.
Hence, this study aimed at conducting systematic literature review to identify any
gaps in current researches on autonomy in language learning in multimedia-based
instruction to put forward possible areas for further investigation.

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 Method
This study employed the systematic literature review method. A systematic
literature is a means of identifying, evaluating and interpreting all available research
relevant to a particular research question, or topic area, or phenomenon of interest.
A literature review uses as its database reports of primary or original scholarship,
and does not report new primary scholarship itself. The primary reports used in the
literature may be verbal, but in the vast majority of cases reports are written documents.
The types of scholarship may be empirical, theoretical, critical/analytic or
methodological in nature. Second, a literature review seeks to describe, summarize,
evaluate, clarify and/or integrate the content of primary reports (Cooper, 1989). Also, for
Kitchenham (2007), it is individual studies contributing to a systematic review are called
primary studies; a systematic review is a form of secondary study It is a critical
discussion and summary of literature that is of general and specialized relevance to the
particular area and topic of the research problem.
Furthermore, literature review is helpful in several ways. It improves research
methodology as it explains the procedures other researchers used and the methods
similar and appropriate to the study being proposed. It also helps shape the research
problem because the process of reviewing the literature helps in understanding the
subject area better and thus helps in conceptualizing research problem clearly and
precisely. In addition, it assists in understanding the relationship between the research
problem and the body of knowledge in the research area. It supports in understanding
theories that have been put forward and gaps that exist in the particular field and helps
in contextualizing research findings. Lastly, it ensures novelty and new contribution in
the research work (Cooper, 1989). Literature reviews also give researchers ideas about
areas where more research needs to be done. They refer to these as “gaps” in the
literature (Fraenkel, Wallen& Hyun, 2012).
Thus, the use of the method employed in this endeavor.

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 To be able to meet the aims of this study, the search of multiple databases to
locate every study on autonomy learning in multimedia-based instruction was the first
step done. The search process was based on the eligibility criteria that were
established before the process of identifying, locating, and retrieving the research
needed to address the problem of evidence-based practice started. The eligibility
criteria specified which studies will be included and which will be excluded from the
systematic review—however the criteria were subjected to possible changes as the
systematic review progressed through the early stages of the process, some of the
criteria were fundamental to collecting a rigorous and defensible set of data for the
review (Meline, 2006). The criteria used for including and excluding studies form the
operational definition of the problem (Abrami, Cohen, & d’Apollonia, 1988), and they
provide a clear guideline as to the standards of research that will be used to determine
the researches that will be included in the review. The eligibility criteria were
applied in the beginning to ensure that relevant studies were included and no study is
excluded without thorough evaluation.
Using critical evaluation approach that aims to include studies that meet some
high methodological standard of quality (Slavins, 1987 cited by Meline, 2006), the
inclusion criteria were not too broad and not to strict. Lam and Kennedy (2005) stated
that if the inclusion criteria are too broad, poor quality studies may be included, lowering
the confidence in the final result. If the criteria are too strict, the results are based on
fewer studies and may not be generalizable. Hence, the specific inclusion and exclusion
criteria were identified by the researcher in the process of retrieving the available data
from the databases.
The following keywords were used: autonomy language learning, multimedia
based instruction, computer assisted learning, web-based and digital learning, only 7
papers met the following initial inclusion and exclusion criteria. The limited number of
papers may have been attributed to the limited number of days for retrieving and
reviewing researches relevant to the topic. Hence, more relevant researches may
possibly undergo for review which could be included in this study.
Parameters:

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 Inclusion Criteria Exclusion Criteria
Date Publication date 2012 (inclusive)- Publication date <2012
present.
Geographic Studies from any geographical
Location location.
Language English language. All non-English
publications
Type of Publication Studies using qualitative methods Studies published only
of analysis (to describe patterns or as abstracts.
themes raised by participants)
seeking to understand the All articles not accessible
participants’ experience through to the researcher.
direct observation, interview, and
description of the learning
processes and management
experiences of the participants.
This includes original qualitative
studies or studies involving
secondary qualitative analysis of
qualitative data, and a qualitative
study as part of a mixed methods
study.

May also consider grey literature /

not published in a peer reviewed
journal. Dissertations, and
commentary articles written to
convey opinion or stimulate
research or discussion with no
research component.

Types of Students (>19 yrs.). Students (<19 yrs.)

Participants Teachers Non-teachers
Teachers in the tertiary level, and Non-teachers in the
senior high school collegiate programs, and
senior high school

Key words Autonomy language learning, All non-related to

multimedia based instruction,
computer assisted learning, web-
based and digital learning, cyber
genre learning
Topic Autonomy learning in multimedia-
based instruction/computer
assisted learning/cyber genre
learning
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autonomy learning and
multimedia instruction
All non-related to
independent/autonomous
learning in multimedia-
based instruction
 The main consideration in the selection of articles as included in the inclusion
criteria are articles that include original qualitative studies or studies involving secondary
qualitative analysis, and a qualitative study as part of a mixed methods study, and
journals which were not published in a peer reviewed journal. These were counted in
due to the difficulty of gaining access to databases. It could have been finer if the
articles from valid publications or those that have undergone a peer review process
were included. As Kalichman (2001) emphasized, publications are necessary steps in
the dialogue with other scientists about the approach and significance of research
studies.
After ensuring that the research articles meet the above cited criteria, the quality
of the papers were further evaluated for the selection of the final papers to be included
in the review identified. At this phase, the criteria used in evaluating a scientific paper
were considered. The papers should have at least the generally accepted structure of a
scientific paper sectioned as: introduction, methods, results/findings and discussions
(Sharp, 2002).
General topics and researches on autonomy learning were also reviewed to
further understand the concept of autonomy learning but not as the major literature in
the systematic review done.

Research Questions
To be able to achieve the aim of this study, research questions were crafted as
one of the most important part of the systematic review. The following review questions
were targeted in the study: What is the research problem of the article? What was the
objective of the study? What research approach, method and design were employed in
the conduct of the study? What were the variables that were included in the study?
What were the major constructs that were dealt with in the study? What were the key or
salient findings of the study? What were the recommendations for further investigation
given by the study? What were the limitations of the study?
Treatment of the data
A repertory grid was utilized to plot the responses to the research questions
posted. A repertory grid originally termed as Kelly’s Grid (1955) constitutes a highly

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innovative approach to the systematic assessment of individual personal constructs
(Fransella, Bell, Bannister, 2006 cited by Panolong & Soliba, nd). However, though the
data in the study do not consist of the personal constructs but rather the different
answers to the research questions, these data were analyzed to be able to identify the
gaps in the researches that were conducted. These gaps were thematically analyzed
and were coded according to areas of concerns.
Results
Coverage
There were nineteen (9) literature included in the study. Figure 1 shows the
locale of the studies. The locale of the study is an integral part of the analysis to show
the coverage of studies in autonomy language learning in multitasked-based instruction.
Country No. of Studies
China 5
Turkey 1
Columbia 1
Macedonia 1
Malaysia 1

Much published studies in autonomy learning in multimedia based instruction are

China based researches. (Nan Chen, 2012; Wang Pingxiao, 2017; Hongyun Liu, 2013;
Lili Zhao, 2015; Jun Liu, 2016). There is also a research in Turkey (Serpil Meri, 2012);
Columbia (Yevheniy Vakhnenko, 2014); Macedonia (Flora Maliqi, 2016); and Malaysia
(Hussam Eddin Alfitouri Elgatait & Wan Mohd Fauzy, 2012).
Areas of Concern
The answers of the research questions filled the repertory grid. From this, similar
areas of concerns were deduced and coded for the identification of gaps. Table 1
presents the areas of concerns of the studies.
Areas of concern Article
Performance of learners in multimedia based Nan Chen, 2012; Hongyun
instruction and level of autonomy learning Liu,
over the performance of students in a non- 2013,
multimedia
Advantages and effects of web-based Wang Pingxiao, 2017;
model/multimedia to student’s autonomy Hussam Eddin Alfitouri
learning/ or in the classroom/ Elgatait & Wan Mohd Fauzy,

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 2012
Perception of learners and teachers on the Megi Plaku, 2017; Serpil Meri,
importance and effect of multimedia on 2012; Flora Maliqi, 2016; Lili
autonomy learning. Zhao, 2015; Jun Liu, 2016

Design

Five of the studies employed the mixed method approach in answering their
research problems. These 5 studies used research interviews for the qualitative area,
but 1 of them used observation, and also a survey-questionnaire for the quantitative.
One (1) study (Hongyun Liu) 2013 employed the quantitative approach through the
experimental design. The other researchers used qualitative approach.
Six of the researches enumerated their recommendations for further investigation
and improvement while the other did not cite their recommendations. Meanwhile, these
researches did not explicitly stated their limitations.
Discussion
With the identification of the different parts (problem, objectives, methods/
designs, findings, recommendations and limitations) of the studies and the ultimate goal
of the literature review, gaps were ascertained. Interestingly, themes emerged in the
literature review namely: teacher’s courseware in promoting autonomy learning or a
pedagogical framework for digital assisted language teaching and learning, self-
regulated and self-evaluation or the learners’ role and control in cybernetic or computer-
generated learning.

Teacher’s courseware in promoting autonomy learning: a pedagogical framework for

digital assisted language teaching and learning

Instructional courseware can be defined as software developed for the purpose

of providing instruction (Gibbs,Graves, & Bernas, 2001). It was originally used to term
any computerized packages of teaching-learning material that instructors could
supplement to the main lessons. Criswell (1989) distinguishes between two different
definitions of the term, asserting that, in a narrow sense, courseware refers to programs

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that administer instructions, and in a wider sense, in addition to such programs, it
relates to all handbooks, performance aids and course materials.
In this study, it would regard courseware in a wider sense as any educational
package including a number of lessons or courses appended with teachers and
learner's manuals and guidelines available online or any multimedia/interactive online or
techno-program accessible to students. This courseware/pedagogical framework help
teachers to have resources that are tailored to their needs of their students as it at the
same fosters autonomy learning for students. Thus, this also implies the effective
means and methods of integrating network applications to promote students' autonomy
learning and keeping these network applications relevant to the curriculum or where
teachers incorporate them into a topic as an extra component in the teaching and
learning process since the class is not purely an online class based. It is from this point
that teachers regard this courseware as a supplementary material that can be
cannibalized for revised teaching approach.
Moreover, this pedagogical framework in digital assisted language teaching and
learning, and with the aim of fostering autonomy learning should incorporate the training
of the student’s independent inquiry learning strategy, cooperation learning strategy,
resource use of learning strategies, the problem to guide learning strategies, and self-
evaluation of learning strategy and plan and monitor the learning strategies Zhang
(2012). All these strategies should be emphasized in teaching using multimedia to help
students achieve an all-inclusive skill of learning the language independently.
Technologies are already demonstrating how they impact the way people think,
learn, and interact and they are also demonstrating the tremendous potential they have
in these areas as well. The emergence of social networking technologies or digital wave
have helped shape the new ways in which people are communicating, collaborating,
operating, and forming social constructs. In fact, recent research is showing that these
technologies are shaping the way people think, work, and live. This is especially true of
students, those arriving at classrooms doors, soon to be leaving them and entering the
workforce and the society at large. These students have been completely normalized by
digital technologies, it is a fully integrated aspect of their lives (Green & Hannon, 2007).
Many students in this group are using new media and technologies to create new things

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in new ways, learn new things in new ways, and communicate in new ways with new
people, behaviors that have become hardwired in their ways of thinking and operating in
the world. Not surprisingly, this transformation has serious implications in the space of
education. However, teachers cannot shied away from giving their students an online
identity in a digital networking platforms to increase opportunities for autonomy learning.
Teachers cannot halt from leveraging networking technologies or integrating multimedia
in their syllabus as an avenue in increasing knowledge-sharing, and in promoting
independent learning.
Traditionally, education has been impeded by the security and other potential
dangers of employing social networking technologies. These concerns should not be
ignored; however neither should these tools due to these concerns. Advances in these
technologies continue to afford new ways to manage the potential dangers (Klopfer,
Osterweil, Groff, Haas, 2009). However, since the teaching courseware is something
novel, it requires that teachers invest time and energy in first acquainting themselves to
new technology and then to see to the compatibility of this new technology to curriculum
and syllabus needs, and to the fostering of appropriate autonomy learning. Computers
and technology have drastically changed the face of education in recent years. Thus,
language learning material developers and teachers should approach technology very
cautiously.
Swanson and Nolde (2011) propose the use of digital technologies to create out
of class activities increase precious instructional time. The flexibility and potential of
technology enhanced learning tools in encouraging learners, as well as the tools’
possibilities for differentiation (i.e. dealing with heterogeneity), allow catering for
different needs and styles (Convery & Coyle 1999). A further asset of information and
communications technology (ICT) is its capacity to foster learner autonomy (Alm, 2006),
which is often referred to as the ultimate learning goal in communicative language
teaching (Savignon 2001).

Self-regulation and self-evaluation: student’s role and control in a multimedia-generated

learning

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 Self-regulation is being able to plan and adjust learning strategies in order to
achieve a goal or complete a task while self-evaluation is being able to monitor
understanding and having the capacity to seek help when needed (Marshall, 2000).
Students need to change their old-fashioned ideas as being passive and
negative listeners in class. They should be aware that they are the center of the class
and they should take on their new roles to get themselves involved in learning activities
as being a planner, an organizer, a manager and an evaluator. However, learners need
also to understand the dynamics in a multimedia-based instruction, how online
learning/multimedia (social networks) works; interactions, relations, perceptions, role of
learners and instructors. For instance, the Internet provides limitless information and
provides multiple social networks, thus implicates that students as independent learners
take responsibility on when and to what extent these tools are pertinent in their learning.
Marshall (2000) note that effective learning requires a number of skills and cognitive
abilities that are not merely intuitive.
Grabinger and Dunlap (2000), state that online [multimedia] learning
environments afford greater opportunities for individualization and flexibility, thereby
creating an increased demand for self-directed learning. Students in a multimedia based
learning environment require a set of well-developed lifelong learning skills and
strategies, such as goal-setting, action planning, learning-strategy selection and
assessment, resource selection and evaluation, reflective learning and time
management. Savery (1998) describes these elements as components in the
development of student ownership for learning. Wolfe (2000) states that there are
greater demands placed on the learner in the online/multimedia learning environment
than in traditional learning environments.
Lastly, Draves (1999), notes that self-direction and initiative are required for the
learner to define learning and systematically explore the online [multimedia] context to
meet personal goals. Jung (2001) found in his literature analysis of web-based
instruction that learners have autonomy in making decisions regarding their own
learning. He states learners engaged in Web-based instruction use certain cognitive
strategies or knowledge to exercise their learning autonomy which maximizes learning
and the construction of new knowledge.

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 Successful learners in a multimedia environment need to be self-regulated or in
the process of learning how to become self-regulated learners. Self-regulated learners
use opportunities to make decisions about several aspects of their own learning. They
make decisions in the goal setting, planning, monitoring and assessment phases of the
learning process. Self-regulated learners know how to learn, how they learn, how to
reflect on their learning, how to initiate learning and how to use time management skills
efficiently. Mastery of these skills enable them to make efficient use of their time and the
available web-based/multimedia resources (Vonderwell & Savery, 2002).

Conclusion

Using a systematic literature review, this paper attempted to identify gaps for
further investigations on autonomy learning in multimedia-based instruction. Literature
reviews were of international coverage, hence certain limitations emerge making it open
for worthy areas of research.
Teachers incorporating multimedia in the classroom need to be aware that
traditional courses do not necessarily prepare students for the level of interdependence
and independent learning required in an a computer assisted learning course (Palloff &
Pratt, 2001). The teachers must provide an active learning environment in which
learners take ownership of their learning while ensuring that clear expectations,
guidelines and code of conduct, objectives of the course, and of the school’s program
are not neglected.
Instructors need to model for their students how to communicate effectively
specifically because of the lack of physical presence and lack of body language in
multimedia environments. Proper behavior and an understanding of ‘netiquette’ are
essential skills for effective communication. While students are entering online
environments with increasingly sophisticated skills, having the instructor set the
standard is still a more effective strategy. Learners need to be aware of what, when and
how to use multimedia like the social networks to foster appropriate autonomy learning.
Learners get to the top in multimedia settings when they are able to properly use
the tools afforded by the environment. In combination with critical thinking and

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netiquette, these tools can assist them in filtering through the tremendous amount of
information they will encounter when searching or using internet or social network
resources to obtain useful knowledge.
With these concerns, it is apparent that there is still much to be investigated in
autonomy learning in multimedia-based instruction. With this in mind, the Philippines is
a workable avenue for such kind of research.

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