Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study (original) (raw)

Learner Autonomy In Language Learning: Student Teachers' Beliefs

This paper aims to investigate student teachers' beliefs about learner autonomy in the Turkish educational context. In a study in the ELT Department, Gazi University, a questionnaire developed by Camilleri (1997) was administered to 112 student teachers. Twenty volunteer student teachers were interviewed in groups to identify their further general attitudes towards learner autonomy. The overall study findings indicate that student teachers are positive towards the adoption of learner autonomy principles. Most student teachers, however, do not want their future students to take part in the decision making process concerning the time and place of the course and the textbooks to be followed. In light of the findings, teacher educators are recommended to encourage their student teachers to engage in out-of-class tasks; to involve them in decision-making on the learning/teaching processes and to employ portfolios and teacher logs for the development of practical knowledge and thinking operations.

Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning

Journal of NELTA, 2012

Learner autonomy is one of the intriguing phenomena in the field of SLA. This has become the focal point for many scholars and researchers these days. The present study was carried out to make a survey of autonomous learning activities of the Master level students, majoring in English Education, Tribhuvan University, Nepal. It also explored their perceptions on the roles of their own and their teachers’ roles, and how it has been looked at from the teachers’ viewpoint. Adopting a mixed methodological design and analyzing the data collected through questionnaire and semi-structured interview, it was found that the learners make a good practice of autonomous activities. They view their role as an important factor in learning. The teachers have also suggested the learners to be autonomous. The teachers as well as the learners were found highly positive towards autonomous learning. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6126 NELTA 2011; 16(1-2): 13-29

AN INVESTIGATION INTO THE AUTONOMY IN LANGUAGE CLASSROOMS: TEACHER AUTONOMY AND LEARNER AUTONOMY

As English language learning and teaching has been at the very central of discussions and investigations throughout the history, a wide range of concepts have gained importance from teaching methods to language learning strategies. The shift from certain teaching methods towards individual learner differences and learneroriented point of view along with learning strategies gives rise to autonomy in language classrooms. However,

Teachers’ Beliefs of Learner Autonomy in Secondary Schools

The International Journal of Academic Research in Business and Social Sciences, 2021

Learner autonomy is a key element in language learning that would enable the learners to act more effectively. The purpose of this study was to investigate Malaysian English language teachers’ beliefs about learner autonomy in lower secondary schools. A total of 72 English language teachers answered the question items in a questionnaire. The collected data were analysed and interpreted in the form of percentage level for related items and questions. The results of the study showed that teachers are familiar with the concept of learner autonomy and believe that it has essential role in effective language learning. Keywords: Leaner Autonomy, Teacher Beliefs, Independent Learning, Language Learning Beliefs, ESL Introduction Teachers should help their students realise and develop the skills which allow them to have control of their own learning and be able to use what they have learned outside the classroom, when the teacher is not present for help. However; language teachers’ have been...

Students’ Beliefs on Learner Autonomy in English Language Classroom

2020

This study tries to explore the students' beliefs on learner autonomy in English language class at the secondary level. I, as a researcher, collected first hand data from the students of secondary level of government aided school. The students of school A are interpreted on the basis of ethnographic research. This study analyses students’ beliefs and reflections on learner autonomy. Moreover, the present study relates and connects two theories in the process of developing and shaping of it. It emphasizes the students’ perceptions toward learning autonomy and the researcher has anticipated mentioning the students’ perceptions on English language teaching learning in the government aided schools. The findings of this study reveal that learner autonomy is necessary for the learners' encouragement, the opportunity of learning language and learner’s development, and for responsibility of the learners.

Learner Autonomy In Language Learning: Student Teachers

This paper aims to investigate student teachers' beliefs about learner autonomy in the Turkish educational context. In a study in the ELT Department, Gazi University, a questionnaire developed by was administered to 112 student teachers. Twenty volunteer student teachers were interviewed in groups to identify their further general attitudes towards learner autonomy. The overall study findings indicate that student teachers are positive towards the adoption of learner autonomy principles. Most student teachers, however, do not want their future students to take part in the decision making process concerning the time and place of the course and the textbooks to be followed. In light of the findings, teacher educators are recommended to encourage their student teachers to engage in out-of-class tasks; to involve them in decision-making on the learning/teaching processes and to employ portfolios and teacher logs for the development of practical knowledge and thinking operations.

Exploring the Factors and Levels of Students’ Autonomy in Language Learning

IJIET (International Journal of Indonesian Education and Teaching), 2022

Students' autonomy is important in language learning since students' autonomy is considered one of the elements in successful language learning. This study aimed to explore the students' autonomy levels in language learning by considering the characteristics of autonomous students and the factors that affected students' autonomy. As a mixed-method study, this study combined questionnaires and interviews as the instruments. The sample of this research was 34 students of XII MIPA 1 of SMA Negeri 2 Semarang. The quantitative data regarding students' autonomy levels showed: emerging (0%), beginning (14.12%), intermediate (57.60%), and advanced (28.28%). It indicated that the majority of the students' autonomy level in language learning is considered at the intermediate level. While the mean of quantitative data regarding the factors influencing students' autonomy showed: students' role (21.13%), teacher's role (21.83%), task (16.90%), environment (21.83%), material (18.31%). It indicated that students agreed that students' autonomy was influenced by those supporting factors. The qualitative data revealed that the students' autonomous skills were also supported by several factors, such as students' goals and motivation, teacher and students' bond, learning materials and activities, and a supportive learning environment.

Autonomy in Language Teaching and Learning Process

İnönü Üniversitesi Eğitim Fakültesi Dergisi, 2015

The concept of learner autonomy in the field of foreign language learning was clearly articulated in the 1979 report prepared by Holec for the Council of Europe. The learner autonomy aims at providing language learners with the ability to take on more responsibility for their own learning. In addition, students may make decisions by themselves about what and how they should learn. On the other hand, traditionalists assert that providing autonomy to learners will cause teachers to lose their control over the class. In this review, the concept of learner autonomy in language learning has been explained from different aspects. Afterwards, the necessary clues regarding how to support the development of learner autonomy in language learning process are given and the characteristics of autonomous learners are presented. In addition, the ways recommended to promote the learner autonomy are discussed and the roles of both teachers and learners in developing of autonomy are mentioned.

Language Learner Autonomy: The Beliefs of English Language Students

IJEE (Indonesian Journal of English Education)

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy...