Abstract

This study aims to develop indicators of characteristics of Learners Autonomy in English Language of Primary 6 students in the Northeast of Thailand. The researcher used a mixed research methodology. The samples were divided into 2 categories which are qualitative and quantitative samples. On qualitative sample, 7 experts in humanities and social were interviewed to assess the development of indicators of characteristics of Learners Autonomy in English Language of Primary 6 students. The interview showed that there were 7 components and 32 indicators for teachers with experience and expertise in teaching English in Primary 6. After that 11 expert teachers have a group discussion to discuss the indicators of characteristics of Learners Autonomy in English Language of Primary 6 students. The group discussion showed that there were 4 components and 13 indicators. On quantitative research, 600 students were selected for second order confirmatory factor analysis of Learners Autonomy in English Language of Primary 6 students in the Northeast of Thailand. The instruments used were interviews and questionnaires. Data analysis was done using mean, standard deviation and confirmations. For analysis of findings of qualitative research methodology on Learners Autonomy in English Language of Primary 6 Students, there were 4 components and 13 indicators in multi-case studies as follows: Component 1, How to study, 4 indicators; Component 2, Problem solving skills, 3 indicators; Component 3, Self-efficacy, 3 indicators; Component 4, Love to learn, 3 indicators. The second order confirmatory factor analysis found that the model was statistically significant, based on the statistically validated statistics of the model: c2 was 651.829, df was 601, p-value of 0.0741, CFI was 0.995, TLI was 0.994, RMSEA was 0.012, SRMR was 0.026, and c2/df was 1.085.

Key words: Indicators, the characteristics, Learners Autonomy in English Language.