Learner Autonomy in Language Education: A Cross-Cultural Perspective (original) (raw)

Learner autonomy in foreign language education and in cultural context

The present paper is a brief review of the theoretical concepts about learner autonomy focusing on highlighting the main themes on learner autonomy in foreign language education and in cultural context as a globalized construct. These themes are based on the concepts of learner responsibility and independence, the importance of the autonomy in foreign language education in both the Western and Eastern style and the role of the culture in the concept of learner independence. The present study also shows that although learner autonomy means a reshaping of the view that the learner is responsible for learning, students and teachers still have their responsibilities of teaching and learning in the language learning process and all this process happens in the frame of the culture as a multifaceted and much-debated concept.

Learner’s Autonomy In English As A Foreign Language Teaching And Learning

Biormatika, 2022

This article presents the outcome of a case study research which is particularly aimed at investigating dimensions of learner autonomy in EFL teaching-learning particularly in an English education program and situations under which learners learn autonomously. To collect the data, a questionnaire adapted from Murase (2009) was distributed to fourty first-year undergraduate students of a university in Bandung and interview was addressed to nine undergraduate learners. The findings showed that all dimensions of learner autonomy are found and each dimension is reflected in various degrees. The degree of technical and political dimensions of learner autonomy is in respect not as satisfactory as expected. However, the degree of learner autonomy in the psychological and socio-cultural dimension is high enough. This means that learners are mostly autonomous in terms of that they learn a language on their own outside the classroom without the aid of a lecturer and they have a capacity for critical reflection, decision-making, and independent action in their learning. There are four major aspects related to situations under which learners learn autonomously, including the subject matter, the lecturer, the time, and the challenging task. This means that learners learn autonomously when they are interested in a certain subject, aware of the importance of the subject, and realize that relying on the classroom session is not enough. Besides, they learn autonomously when the lecturers engage them actively in the classroom, give feedback positively, and motivate them. Most learners learn autonomously when they have free time and get a challenging task such as movie project. It is recommended for further research to investigate learner autonomy in a more specific context of class, for example learner autonomy in a speaking class, in order to get more in-depth data.

Promotion of Learner Autonomy in Foreign Language Teaching and Learning

KU KPS National Conference , 2017

Abstract This academic paper aims to describe the concept of learner autonomy in the field of foreign language, based on literature review and other related sources. In commonly speaking, the learner autonomy places an importance on providing language learners or students with the ability to take more responsibility for their own learning. It also includes decision-making about what and how they should learn, learning plans, learning goals, and learning strategies. Throughout this paper, it is divided into five major points: 1) introduction to learner autonomy, 2) development of autonomy through language teaching, 3) autonomy and language learning, 4) promotion of teacher and learner autonomy in language teaching and learning and 5) conclusion and suggestions. All these issues are presented to encourage both teachers and learners to promote the learner autonomy through a variety of forms of teaching and learning.

Learner autonomy in the language classroom: From teacher dependency to learner independency

Procedia - Social and Behavioral Sciences, 2009

The field of language education has for the last three decades been witnessing the debate over the issue of learner autonomy. The present study is a literature review of learner autonomy focusing on highlighting the main themes of learner autonomy since it first entered the arena of language teaching. These themes are based on the concepts of learner responsibility and independence, the importance of the classroom context in both the Western and Eastern style and the role of the language classroom teacher. The present study also shows that although learner autonomy means a reshaping of the view that the learner is responsible for learning, teachers do not abdicate their responsibilities of teaching in the language learning process and on the contrary teachers become the primary agents on fostering the development of learner autonomy within the classroom context.

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,

English Language Teachers' Beliefs and Practices to Promote Learner Autonomy

2020

Many researches have been examined learner autonomy in other countries in recent years. Teachers’ beliefs and practices towards learner autonomy at the tertiary level in Vietnam are, however, very marginalized and neglected. This study investigated 385 English language teachers’ perceptions and practices to promote learner autonomy using the quantitative approach with the combination of the adapted Borg & Al-Busaidi’s 2012 questionnaire with the researcher-made items. The results indicated that teachers have high beliefs on learner autonomy; they think it is feasible and desirable to promote learner autonomy in English language teaching and learning. Most of teachers agreed on the factors which limit learner autonomy, and there is no difference in the perceptions regarding the gender in terms of promoting learner autonomy. Therefore, it is necessary for the teachers to encourage the learner autonomy in English language teaching and learning with some pedagogical implications for inn...

English language teachers’ perspectives on learner autonomy

Journal of NELTA

This study explores the perceptions and practices of the English language teachers to create autonomous learning environment in the context of Nepalese secondary EFL classroom. The study further unpacks the role of the teachers in creating better learning opportunities for learners so as to promote learner autonomy. The research is based on interpretive paradigm to look into kaleidoscopic view of variety of perspectives, classroom practices and emerging dilemmas of the teachers. Based on the findings, the research showcases the deep rooted social practices and myths to bring tensions in the relation between teachers and students. The school environment has to be homely and autonomy supportive. It seems pertinent to think over the concept of learner autonomy globally and act locally adapting the global trends and issues of teaching and learning, and at the same time, there is a dire need to remain mindful of the translated concept of learner autonomy thinking contextually and pragmat...

The " two sides " of Learner Autonomy in English Language Learning

This study is aimed to explain some important points of the learner autonomy in English language learning, especially the 'two sides' of learner autonomy. Here, the 'two sides' means the advantages and disadvantages of learner autonomy. In English language learning, both teachers and students become the main parts of achieving good teaching and learning process. The teachers concern in teaching and students have more portions in learning. The development of autonomous learning to the students implies better language learning since the learners will be the main element in the learning process. Keywords: learner autonomy, English language learning

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.