Learner Autonomy in The Legal English Classroom (Evidence from Tashkent State University of Law)
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With mastering professional skills as well as the language proficiency in ESP, learner autonomy comes to light as a prerequisite for successful learning in ESP. This study investigates learner autonomy in the Legal English class of Tashkent State University of Law, specifically the impact of autonomy-oriented teaching on the students’ learning behaviors, motivation, and autonomous output of Legal English. A qualitative-mixed methods (questionnaires, classroom observations and semi-structured interviews of undergraduate law students) study was conducted to investigate the use of classroom questioning at a university in Victoria, Australia. The results show that these autonomy-supportive Practices increase students' interest, self-management and, self-efficacy in dealing with legal texts and legal tasks. This led to an improvement in students' self-determination in setting their own learning objectives, independent research of legal resources, and introduction of Legal English in real-life contexts. Time management and self-evaluation skills, to be developed gradually with appropriate guidance, were mentioned as challenges areas, especially for learners previously accustomed to teacher-centered learning. The study highlights the necessity of promoting learner autonomy at the Centre of Legal English teaching and offers implications for teaching ESP in legal contexts.
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