STUDY OF LEARNER AUTONOMY STRATEGIES IN IMPROVING SPEAKING AND SUPRASEGMENTAL ASPECTS THROUGH DIGITAL HUMANITIES

Abstract

This study explores the use of learner autonomy strategies combined with digital humanities to improve students' speaking skills and suprasegmental aspects in English language learning. The problem addressed is students’ need to independently manage their learning while enhancing pronunciation features such as intonation, word stress, rhythm, and pauses to make their speech more understandable. Employing a qualitative case study approach, data were collected through observations, in-depth interviews, and digital activity documentation, including recordings and reflective journals. Thematic analysis was used to interpret the data, focusing on how autonomous learning behaviours and digital tools contributed to speech improvement. The results indicate that learners who applied goal-setting, planning, self-monitoring, reflection, and digital feedback showed significant enhancement in speaking fluency, clarity, and prosodic features. The integration of digital humanities facilitated auditory and visual recognition of suprasegmental patterns, leading to improved pronunciation accuracy. This approach proved effective in supporting independent learning and improving spoken language skills, and it suggested that combining learner autonomy with digital humanities has promising potential for educational practices in language acquisition.