The current study explores the relationship between language learning autonomy and language achievement among the SSC level learners enrolled inthe private sector and public sector schools in Gujrat. Additionally, the study explores how male and female respondents at sector and public sector SSC level schools differ in their perceived levels of language learning autonomy, language learning strategies, and dependence on the teachers and peers. To achieve these research objectives, the researcher applied a concurrent mixed-methods approach involving the quantitative and qualitative means of data collection and analysis. A survey-questionnaire with 22 Likert scale question items and a semistructured interview guide was used to collect quantitative and qualitative data. The quantitative data was collected from 230 respondents at two private and two public sector schools. For the semi-structured interviews, eight (8) randomly selected students from one public, and one private-sector school. The ESL learners were asked about their perceptions about learner autonomy. SPSS software was used for the quantitative analysis of the collected data, and thecontent analysis helped the researcher identify themes relevant to answering the research objectives. The data shows that more competent learners are more autonomous and less dependent on the teachers and peers. Moreover, t-tests and interview data confirm that there exists a gender difference in the levels of learner autonomy among the respondents. It was also found that the ESL learners of the private sector schools were more autonomous and competent in English language. It is expected that syllabus designers and classroom instructors will use the current study to improve the levels of autonomy among learners.
Key words: Learner Autonomy, Language Achievement, Gender Differences, Secondary Level, ESL Learners
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