Abstract

In order for students to succeed, especially in times of crisis like the Covid 19 Pandemic, they must be trained to be self-sufficient in their language studies. This research investigates using a self-access language learning strategy in an emergency virtual reading class during the covid 19 pandemics to improve language learners' Autonomy. It employed a descriptive correlational research design. The study involved 89 randomly selected language students in one University of Peru. Results of the study showed that the students can utilize internet as their learning resource using devices they have. This shows that all of the students have devices to be used for their online and blended language learning. It is interesting to note the all the sampled students have access to internet for their online language learning. Hence the students have a motivated level of learning Autonomy in reading classes. As to the assessment of internet self-access reading skills of the students. This shows that the students have a favorable attitude towards using the internet in their reading lessons. It shows that the students have a fair level of technology acceptance and utilization for their language learning. Self-Access Skills in Reading was shown to be closely linked to Students' Learning Autonomy. This suggests that the relevant factors in the research have a positive correlation. This means that the students are more likely to adopt online self-access reading skills if they have a good attitude about learning Autonomy. This result shed light on the gap in addressing students' online language learning engagement in the COVID 19 era, particularly in the context of Peru.