An Experiential Learning Approach to Fostering Learner Autonomy among Omani Students Anita Teresa Boggu Faculty of English Language Studies, Majan University College, Oman J. Sundarsingh Department of English, Karunya Institute of Technology and Sciences, Coimbatore, India Abstract—Experiential learning is a learner-facilitating tool that has not been sufficiently explored in Higher education institutions in Oman. There is a growing body of literature that recognises the importance of ‘learning by doing,’ ‘hands-on approach’ or ‘experiential learning.’ Experiential learning grew in popularity with adult learners since the time of Dewey and progressed with several scholars researching on the potential benefits of applying experiential learning methods in vocational and technical training institutions. The notion that knowledge is gained through active involvement in a specific task is a construct that has been researched in the present study. It endeavours to foster learner autonomy through the implementation of instructional tasks based on Kolb’s experiential learning cycle. The main objective was to observe the change in perceptions of learners on their autonomous behaviour before and after the intervention. Through convenience sampling of 60 undergraduate students, enrolled for various pathways on the business programme were selected for this study. The quantitative data was collected by administering a learner autonomy questionnaire and a set of self- designed experiential learning classroom activities. The findings of the study revealed that experiential learning cycle activities implicitly fostered learner autonomy and enabled learning necessary skills for the workplace. Index Terms—learning cycle, learner autonomy, responsibilities, experiences, reflection, the experiential learning method I. INTRODUCTION Numerous seminars, workshops, and educational meets are regularly organised to deliberate on educational practices that would bridge the gap between theoretical knowledge and employability skills. Research has shown that employers in Oman are dissatisfied with the graduates that exit higher education institutions. Several Omani researchers have observed that the problem arises from schools and this is carried forward to the tertiary institutions. As quoted by (Al- bulushi, 2012), grade 12 graduates who enter tertiary institutions lack the ability to, ‘’use language effectively and appropriately in all four skills throughout the range of social, personal, school, and work situations required for daily living in a given society’’. This is not only the case with schools but also with a large number of students who were awarded scholarships to study abroad in English speaking countries (pg 142,143). The Oman government has strenuously put in efforts to elevate English language teaching to cater to the demands of the global market. The drive towards higher education development was manifested at a conference held in Muscat in March 2001. The theme of the conference was,’ The University of the 21st Century’ (Al-Hussaini, 2001) gives an account of the recurring themes of the conference, “Globalisation, skills in information technology, the shift from teaching to learning, a lifelong learning culture and the need to involve private sector in hi gher education”. He notes that the conference and the themes were conducted at the right time as he states that ‘higher education – especially professional education – lies fettered by examination-oriented courses that are rigid, pattern-bound and overcrowded. Many students fail to acquire professional skills, self-learning ability and the right ethical attitudes’ (pg 1). (AL-DHAFIRY, 2003) expresses disappointment at the state of the educational systems in the GCC countries and highlights the gap between graduates and the needs of the labour market. As a result of weak basic skills, there is a surge in unemployment (pg 65). Furthermore, he brings to our attention that soft skills are gaining importance in the labour market. Cited in (Al-bulushi, 2012), Akkari 2004, calls for a need to develop technical skills, such as problem- solving, innovation, critical thinking, cooperation and creativity ( pg 146- 147). As observed from the studies discussed, there is a dire need of a major transformation in the educat ional system. The country’s economic development is closely linked to adequate human capital, ‘the graduates.’ To corroborate the requirement, the eleventh philosophy of education document is listed. The Sultanate of Oman laid down a set of 16 principles of ‘Philosophy of Education.’ Specific objectives are derived from these 16 philosophies. Philosophy of education number 11, is enumerated here as it relates to the main aim of the current study. (Philosophy of Education in the Sultanate of Oman, pg 25) Eleventh Philosophy of Education: Education and Work 1. The practical application of theoretical knowledge. ISSN 1798-4769 Journal of Language Teaching and Research, Vol. 10, No. 1, pp. 204-214, January 2019 DOI: http://dx.doi.org/10.17507/jltr.1001.23 © 2019 ACADEMY PUBLICATION