Assessing the Effectiveness of Autonomy-Supportive Learning on Oral Proficiency among Islamic Studies Students in Pakistan

Abstract

Fostering learner autonomy has emerged as a key priority in language education, particularly in developing communicative competence. This research investigates the efficacy of autonomy-supportive learning (ASL) in cultivating oral proficiency amongst undergraduate English language students at the University of Sargodha. Based on Self-Determination Theory, this investigation evaluated the efficacy of American Sign Language-based instruction in comparison to established methods. A purposive sample of 44 first-semester BS English students was selected. Participants were categorized into control and experimental cohorts. Treatment was administered to the experimental group for the duration of the semester. In contrast, the control group utilized conventional learning strategies. A pre and post-test was conducted to assess the effectiveness of the treatment. Data were gathered through the Preliminary English Test (PET). It comprised four components: grammar and vocabulary, discourse management, pronunciation, and interactive communication. Data were analyzed by following the PET original scoring scale arranged by the British Council. The experimental group, characterized by autonomy-supportive learning, exhibited substantially improved oral proficiency compared to the control group, thereby underscoring the efficacy of such pedagogical approaches in fostering spoken English skills. These findings suggest that integrating autonomy-supportive strategies into English instruction for Islamic Studies learners can foster more meaningful and sustained oral language development.