THE INTERPLAY OF LEARNER AUTONOMY AND INTERACTION AMONG EFL STUDENTS AT AN INDONESIAN ISLAMIC UNIVERSITY
Learner autonomy and classroom interaction are essential
components of successful EFL learning. This study
investigated autonomy and interaction among 67 English
department students at Institut Agama Islam Negeri Kerinci
of Indonesia, employing a quantitative design with a 42-item
Likert-scale questionnaire. Descriptive and inferential
analyses revealed high levels of autonomy and interaction
across learner–learner, learner–teacher, and learner–content
dimensions.
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