This qualitative research investigates students’ resistance to autonomous learning activities in an English language course at a university in Lebanon. Data was gathered across four sections of English 101 based on observations of 68 students, focus group discussions and two teachers’ reflective diaries. Thematic analysis yielded that students showed signs of resistance during collaborative learning, metacognitive activities, and the evaluation process. The students were also unwilling to independently use available language learning resources. The data suggested that the possible causes of resistance lay in the mismatches between students’ expectations and the course design, the learning cultures that the students bring to the classroom, and students’ perceptions of the place English holds both at the university and in their lives. This study reveals that expressions of resistance during classroom interactions resonate with the complex and layered nature of English language learning.

中文翻译：

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在黎巴嫩一所大学的 L2 英语语言课程中了解学生对自主学习的抵抗

这项定性研究调查了学生在黎巴嫩一所大学的英语语言课程中对自主学习活动的抵制。根据对 68 名学生的观察、焦点小组讨论和两名教师的反思日记，在 English 101 的四个部分收集了数据。主题分析表明，学生在协作学习、元认知活动和评估过程中表现出抵抗的迹象。学生也不愿意独立使用可用的语言学习资源。数据表明，阻力的可能原因在于学生的期望与课程设计、学生带入课堂的学习文化以及学生对英语在大学和生活中所处位置的看法不匹配。 .