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Résumé :
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The present study seeks to expand on the existing literature on learner autonomy by examining the impact of cooperative learning and social interdependence on the level of perceived autonomous learning within English as a Foreign Language (EFL) students and proposes two models joining the three variables. In a descriptive-inferential study using quantitative research methods, undergraduate students from the department of English at the University Centre of Si-Lahoues – Barika (N= 261) were selected through convenience sampling to respond to the Learner Autonomy Perceptions Questionnaire (LAPQ), the Cooperative Learning Questionnaire (CLQ), and the Social Interdependence in Collaborative learning Scale (SOCS). Descriptive and inferential statistics were run using the 26th version of the Statistical Package for Social Sciences (SPSS), and the Analysis of Moment Structures (AMOS) software. The data analysis includes the use of means, standard deviations, analyses of variance, Pearson’s correlations, multiple linear regression, and structural equation modelling (SEM). The results of the Confirmatory Factor Analysis (CFA) showed that the three measures of the study had reasonable to acceptable model-fits, and are valid standardised units of measurement in the Algerian higher-education context. Furthermore, students of English had neutral perception tendencies towards learner autonomy, cooperative learning, and social interdependence. Analyses of variance, however, revealed the existence of gradual significant differences between the means of students in terms of their level (first-, second-, and third-year students) on all of the scales of the study. Pearson’s correlations indicated that autonomous learning perceptions were significantly and positively correlated with cooperative learning and social interdependence perceptions. Cooperative learning was also found to be significantly and positively correlated with social interdependence. In addition, multiple linear regression analysis and SEM showed that cooperative learning and social interdependence are significant positive predictors of learner autonomy, and assisted the researcher to propose the SEM models joining the three variables of the study. SEM also highlighted that social interdependence partially mediated the predictive linkage of cooperative learning and learner autonomy. The goodness-of-fit indices of the two proposed models showed that social interdependence is better considered as a mediator between cooperative learning and learner autonomy.
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