The Impact of Learner Autonomy on Critical Thinking Performance in an EFL Context

The present quantitative study explores the influence of certain elements of autonomous learning (goal setting, reflective learning, self-efficacy, decision making) on critical thinking skills in an EFL context. The sampled learners were 76 Libyan university EFL students, and the data was collected through a structured Likert scale questionnaire that was distributed online. The results of the study show that critical thinking skills have a strong correlation with reflective thinking and decision-making. On the other hand, self-efficacy and goal setting have the weakest correlation with critical thinking skills.