2020 | 20 | 2 | 21-41
Article title


Title variants
Languages of publication
Reading and technology are believed to have a strong link with learner autonomy. This research aims at investigating how digital reader response tasks in a reading class promote learner autonomy. The students were given reader response tasks which challenged them to respond to texts using digital infographic and presentation tools in Moodle forum. The data of this case study, collected from questionnaires, online records, and reflections involving 25 participants, were analyzed based on the domains of autonomy. The findings indicated that digital reader response tasks in a Moodle-based reading class enabled learners to plan, execute, and evaluate their own learning. The findings also showed that these online tasks did not only motivate learners to engage in meaningful language learning experience, but also encouraged them to nurture social dimensions of autonomy.
Physical description
  • Agustina, D. (2017). Teachers’ understanding of learner autonomy in Indonesian contexts: Findings from high schools and their implications. LLT Journal: A Journal on Language and Language Teaching, 20(2), 127-132. Retrieved from
  • Ali, S. (1994). The reader-response approach: An alternative for teaching literature in a second language. Journal of Reading, 37(4), 288-296. Retrieved from
  • Allen, D. (2013), Attitude toward digital and print-based reading: A survey for elementary students. Graduate Theses and Dissertations. Retrieved from
  • Ardi, P. (2017). Promoting learner autonomy through Schoology m-learning platform in an EAP class at an Indonesian university. Teaching English with Technology, 17(2), 55-76. Retrieved from
  • Ary, D., Jacobs, L. C., & Sorensen, C. K. (2010). Introduction to Research in Education (8th ed.). Belmont: Wadsworth.
  • Biglari, N. (2017). An investigation into the effect of reader response approach on EFL learners’ reading comprehension. Vocabulary Retention and Test Anxiety 7(8), 633–643.
  • Carlisle, A. (2000). Reading logs: An application of reader- response theory in ELT. ELT Journal, 54(1), 12-19.
  • Chia, S. (2005). Learner autonomy: A case study on People’s Republic of China (PRC) scholars studying in a university in Singapore. Doctoral Dissertation. Leicester: University of Leicester.
  • Chou, I. (2015). Engaging EFL students in E-books using reader-response theory. The Reading Matrix: An International Online Journal 15(2), 167-181.
  • Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. In P. Robertson & R. Nunn (Eds.), Asian EFL Journal: Professional Teaching Article 2007 (pp. 1-23). Busan: Asian EFL Journal Press.
  • Dam, L. (2011). Developing learner autonomy with school kids: Principles, practices, results. In D. Gardner (Ed.), Fostering Autonomy in Language Learning (pp. 40-51). Gaziantep: Zirve University.
  • Darasawang, P., & Reinders, H. (2010) Encouraging autonomy with an online language support system. CALL-EJ Online, 11(2). Retrieved from
  • Davies, M. (2011). Study Skills for International Postgraduate Students. Basingstoke: Palgrave MacMillan.
  • Gardner, D. (Ed.) (2011) Fostering Autonomy in Language Learning. Gaziantep: Zirve University.
  • Gonzalez, I., & Courtland, M.C. (2009). Reader response as a focal practice in modern language acquisition. Journal of the Canadian for Curriculum Studies, 7(2), 110-138.
  • Grabe, W. (2014). Key issues in L2 reading development. In X. Deng and R. Seow (eds.), 4th CELC Symposium Proceedings (pp. 8-18). Singapore: National University of Singapore.
  • Granger, N., Black, A., & Miller, J. (2007). Exploring the effect of reader response plus on twelfth grade students with disabilities’ reading comprehension and attitudes toward reading. Language and Literacy Spectrum, 17, 14-30.
  • Hazaea, A., & Alzubi, A. (2018). Impact of mobile assisted language learning on learner autonomy in EFL reading context. Journal of Language and Education, 4(2), 48-58. doi:10.17323/2411-7390-2018-4-2-48-58
  • Herawati, H. (2010). Empowering learners’ autonomy skills: Using interactive learning online modules. Language Education: An Essential for a Global Economy, Series 52, 126-142.
  • Hui, M. (2016). A Teacher-Developed Blended Learning Model on Building Reading Comprehension Skills to Support Across-Curriculum Performances. Doctoral Dissertation. Pamplona: University of Navarra.
  • Iskhak, I. (2015). The application of reader-response theory in enhancing student teachers’ affective and linguistic growth: A classroom action research in EFL teacher education in Indonesia. The English Teacher, 44(2), 43-57. Retrieved from
  • Karolus, M. (2013). Studi resepsi audiens terhadap pernikahan dan keperawanan dalam novel otobiogravi “Pengakuan Eks Parasit Lajang” karya Ayu Utami. (Audience reception on marriage and virginity in Ayu Utami autobiographical novel “Pengakuan Eks Parasit Lajang”). Unpublished thesis. Yogyakarta: Universitas Gadjah Mada
  • Laboid, A. (2016) Implementing an integrated reading/writing instruction through reading response journals for better efl teacher trainees: The case of third-year learners at ENS.C. Doctoral Dissertation. Constantine: University of Constantine.
  • Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer-Assisted Language Learning, 24(4), 317-335.
  • Lee, H. (2012). The reading response e-journal: An alternative way to engage low-achieving EFL students. Language Teaching Research, 17(1), 111-131. Retrieved from
  • Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology 15(3), 87-109.
  • Little, D. (2004) Learner autonomy, teacher autonomy and the European Language Portofolio. Paper presented at the UNTELE conference, Université de Compiègne, 17-20 March 2004. Retrieved from
  • Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20, 71-94.
  • Masduqi, H. (2014). EFL reading in Indonesian universities: Perspectives and challenges in cultural contexts. Journal of Teaching and Education, 3(3), 385-397.
  • Miller, J.W., & McKenna, M. C. (2016). World Literacy: How Countries Rank and Why It Matters. New York: Routledge.
  • Mizuno, K. (2015). From reading books to sharing books: Going beyond the virtuous circle of the good reader. The Language Teacher, 39(2), 16-21.
  • Pasaribu, T. A. (2016). Students’ writing anxiety: Causes and effects of a Moodle-based writing course. KOTESOL 2016 Proceedings, 87–96.
  • Pasaribu, T. A. (2017). How do they read the texts? EFL students’ reading strategies in doing online reading tasks. The 4th International Language and Language Teaching Conference Proceedings, 264-271.
  • Ranalli, J. (2012). Alternative models of self-regulation and implications for L2 strategy research. Studies in Self-Access Learning Journal, 3(4), 357-376.
  • Riswanto, & Putra, P. (2012). The use of mind mapping strategy in the teaching of writing at SMAN 3 Bengkulu, Indonesia. International Journal of Humanities and Social Science, 2(21), 60-68.
  • Rosenblatt, L. (1990). Retrospect. In E. Farrel & J. Squire (eds.), Transactions with Literature: A Fifty-year Perspective (pp. 97-107). Urbana, IL: NCTE.
  • Tassinari, M. G. (2012). Evaluating learner autonomy: A dynamic model with descriptors. SiSAL Journal, 3(1), 24-40. Retrieved from
  • Thorne, K. (2003). Blended Learning: How to Integrate Online and Traditional Learning. London, UK: Kogan Page Limited.
  • Warschauer, M. (1996). Motivational aspects of using computers for writing and communication. In M. Warschauer (Ed.), Telecollaboration in Foreign Language Learning: Proceedings of the Hawai’i Symposium (Technical Report No. 12; pp. 29– 46). Honolulu, HI: University of Hawai’i, Second Language Teaching and Curriculum Center.
  • Wenden, A. (1998). Learner Strategies for Learner Autonomy. London: Prentice Hall.
  • Wulandari, M. (2017). Fostering learning autonomy through the implementation of flipped learning in Language Teaching Media course. International Journal of Indonesian Education and Teaching (IJIET), 1(2), 194-205. Retrieved from
  • Zulfikar, T. (2009). The making of Indonesian education: An overview on empowering Indonesian teachers. Journal of Indonesian Social Sciences and Humanities, 2, 13-39.
Document Type
Publication order reference
YADDA identifier
JavaScript is turned off in your web browser. Turn it on to take full advantage of this site, then refresh the page.