Undergraduate Students' Learning Autonomy in Speaking Skill: A Narrative Inquiry in Post Pandemic Era

This research was aimed: (1) to investigate the differences between the students’ learning autonomy in speaking skills during and after the Covid-19 pandemic era; (2) to examine how undergraduate students develop their learning autonomy, especially in speaking skills, after the pandemic. The research used a narrative inquiry research. The data was collected from four undergraduate students experiencing learning English speaking skill during and after the pandemic using questionnaire, narrative frame, and interview. This research employed thematic analysis to analyze the data from the participants.

This research found that 1) there are differences between learning autonomy in speaking skills during the pandemic and after the pandemic in the aspect of defining the objectives, defining the contents, and selecting the methods. 2) to develop their learning autonomy, participants were paying attention to the level of speaking, setting motivating goals, seeing what is needed, using various resources, doing topic research before practicing, using online platform, using drilling and discussion, knowing the strengths and overcoming the weaknesses, looking for positive feedback, asking for feedback, and developing all of speaking indicators.  The findings can be used to gain more understanding about learning autonomy in speaking skills during and after the pandemic. The research highlights the importance of developing autonomous learning in speaking skills, emphasizing that learners benefit from personalized approaches, motivating topics, constructive social interactions, and adaptable strategies, all of which require supportive learning environments to enhance their effectiveness in English speaking.