SCAFFOLDING LEARNER AUTONOMY THROUGH MATERIALS ADAPTATION: A FIVE-LEVEL FRAMEWORK IN PRACTICAL LANGUAGE TEACHING MODULES AT UZBEKISTAN STATE WORLD LANGUAGES UNIVERSITY

Abstract

Learner autonomy is essential for effective language learning, yet few learners begin their studies able to direct their own learning. This study examined whether adapting course materials at the five levels of Nunan’s (1997) autonomy framework (awareness, involvement, intervention, creation, and transcendence) could increase the autonomy of junior students at Uzbekistan State World Languages University (UzSWLU) in Tashkent, Uzbekistan. Participants were 50 of third-year students enrolled in two practical modules, Teaching Integrated Skills and Assessment. Data were collected through a pre- and post-course questionnaire, reflection logs, and instructor interviews. The study considers how ordinary course materials can be adapted to support autonomy in practical teacher-education modules.