This pilot study assessed the effect on Learner Autonomy Profile V3.0 (LAP) scores of a five-week coaching intervention for pre-diploma students at one university in Malaysia. A pre-test, post-test, quasi-experimental design was used. The results reveal significant gains at the .05 level in post-test over pre-test scores on 8 of 22 components, 2 of 4 constructs, and the total score of the LAP among those who were coached, and no significant differences among those who were not coached. The outcome of this study suggests the LAP may be a useful diagnostic tool for identifying areas for coaching interventions that can positively impact students’ behavioral intentions to learn. On a larger scale, the outcome of this study also points to the possibility that the LAP and learner autonomy coaching may be useful tools in other contexts where enhancement of learner autonomy may be useful to individuals and organizations.
|Keywords:||Learner Autonomy, Coaching, Group Coaching, Higher Institution|
Senior Lecturer, Language Learning Academy, University Teknologi Mara, Machang, Kelantan, Malaysia
Professor Emeritus, Graduate School of Education and Human Development, George Washington University, USA
Associate Professor, Language Learning Academy, University Technology Mara, Machang, Kelantan, Malaysia