Iranian EFL Instructors' Perceptions and Practices Concerning Learner Autonomy (original) (raw)
Related papers
A study of Iranian EFL teachers’ perceptions and practices regarding learner autonomy
International Journal of Research Studies in Education, 2015
The present study attempts to investigate Iranian EFL high school teachers' perceptions about the importance of autonomy promoting strategies. The study also purports to investigate the actual practice of the participant teachers for promoting their learners' autonomy. For this purpose, a questionnaire adopted from Chang (2007) was distributed among 97 Iranian EFL high school teachers. Among the participants, 88 answered the questionnaires completely and constituted the sample size of the study. Wilcoxon Ranks Test revealed a significant difference between the teachers' perception and their practice. Additionally, interview data were explored to delve into the problems which cause the gap. The interviewees referred to lack of time, university entrance exam, as well as insufficient teacher training as the major causes of the problem. The findings provide implications for language teachers and those in charge of teacher education programs.
On the Feasibility and Desirability of Learner Autonomy from Iranian EFL Teachers’ Perspectives
International Journal of Applied Linguistics and English Literature, 2015
Learner autonomy has been a controversial issue among teachers in general and teachers of English as a foreign language (EFL) in particular. However, it seems that private institutes and state high school EFL teachers' beliefs about feasibility and desirability of learner autonomy (LA) have not been compared. This study aimed at investigating the feasibility and desirability of learner autonomy from English language teachers' perspectives. In doing so, the learner autonomy instrument consisting of feasibility and desirability sections was administered to 120 EFL teachers (sixty high school teachers and sixty language institute teachers). The participants were selected through convenience sampling. The data of the study were analyzed through descriptive and inferential statistics (one-sample t-test and Wilcoxon test). The results showed that both private institutes and state high schools EFL teachers have positive perceptions about learner autonomy. However, they do not have the same beliefs about feasibility and desirability of learner autonomy.
An Investigation into Iranian EFL Teachers’ Perception of Learner Autonomy
Journal of Language Teaching and Research
There has been heated debate over the issue of learner autonomy in the arena of language education for the last three decades. To this effect, the present study intends to examine Iranian teacher's perception of learner autonomy and its desirability and feasibility in Iranian context. The beliefs and reported practices regarding learner autonomy of 123 teachers of English as a foreign language (EFL) were studied via questionnaires (Borg & Al-Busaidi, 2012). The results showed that the majority of teachers had an acceptable level of understanding of learner autonomy, but in their view, no notable amount of interest in desirability and feasibility of learner autonomy was seen. In addition, the findings implied neglected aspects of practicality of learner autonomy among EFL teachers and consequently lack of impetus to make its practice desirable. Finally, this study concludes with highlighting the role of autonomy in teacher education programs and some implications are proposed.
EFL Teachers’ Perceptions on Learner Autonomy
Sınırsız Eğitim ve Araştırma Dergisi, 2021
Learner autonomy is the ability to take charge of one's own learning, have the capacity for detachment, critical reflection, decision making, and independent action. There have been studies conducted on learner autonomy at university level but not at the secondary school level. This mixed type research was aimed to explore secondary school EFL teachers' perceptions about what learner autonomy is, what the teachers’ role in promoting learner autonomy, desirability and feasibility of learner autonomy is. The participants were selected by purposive sampling method. A questionnaire and a structured interview, which were designed by Al-Busaidi (2012) was adopted and implemented. The data collected from the questionnaire were analyzed with SPSS 26.0 software and the data collected through structured interviews was exposed to qualitative thematic analyses. The results reveal that one of the biggest challenges in implementing learner autonomy is students’ lack of motivation, interes...
EFL Learner Autonomy: Iranian University Instructors’ Beliefs vs. Actual Practices
2022
During the past few decades, creating autonomy in language learners has been considered as a milestone in the success of language learning programs. Most of EFL/ESL teachers apparently do not belittle the significance of autonomous learning because adding to one's knowledge is the learners' duty. However, knowing how many teachers value this concept and take practical steps to promote it in class is equally important. The answer to this question would result in understanding the differences between teacher beliefs and teacher practices regarding the fostering of autonomous learning in the class. To learn these issues, the present mixed-methods study made use of a questionnaire in the quantitative phase, and open-ended questions along with interviews to serve as the qualitative data. Analysis of the data indicates all teachers acknowledge the significance and necessity of promoting autonomy for learners in EFL classes. However, the quantitative data reveal a statistically significant difference between what they believe in and what they actually do in practice. The qualitative data also indicates that such a difference exists and suggests that it is caused by students' passive learning styles and low levels of motivation and the pressure that the teaching demands place on the teachers. Several implications are provided regarding how EFL teachers can foster autonomy for learners in their teaching process. Resumen Durante las últimas décadas, la creación de autonomía en los estudiantes de idiomas se ha considerado un hito en el éxito de los programas de aprendizaje de idiomas. La mayoría de los profesores de ELE no menosprecian la importancia del aprendizaje autónomo porque aumentar el conocimiento es un deber de los alumnos. Sin embargo, saber cuántos profesores valoran este concepto y toman medidas prácticas para promoverlo en clase es igualmente importante. La respuesta a esta pregunta resultaría en la comprensión de las diferencias entre las creencias del docente y las prácticas del docente en cuanto al fomento del aprendizaje autónomo en el aula. Para conocer estos temas, el presente estudio de métodos mixtos hizo uso de un cuestionario en la fase cuantitativa y preguntas abiertas junto con entrevistas que sirvieron como datos cualitativos. El análisis de los datos indica que todos los profesores reconocen la importancia y la necesidad de promover la autonomía de los estudiantes en las clases de inglés como lengua extranjera. Sin embargo, los datos cuantitativos revelan una diferencia estadísticamente significativa entre lo que creen y lo que realmente hacen en la práctica. Los datos cualitativos también indican que tal diferencia existe y sugiere que es causada por el aprendizaje pasivo de los estudiantes y los bajos niveles de motivación y la presión que las demandas de enseñanza ejercen sobre los profesores. Se proporcionan varias implicaciones con respecto a cómo los profesores de inglés como lengua extranjera pueden fomentar la autonomía de los alumnos en su proceso de enseñanza.
2014
Learner autonomy has gradually played a fundamental role in educational research and teaching practice in the 21 st century. In order to promote learner autonomy in a language classroom, a teacher needs to be considered one who creates and maintains learning community. Accordingly, the focus of this study was to explore EFL teachers’ perceptions of promoting learner autonomy and their teaching practices. Thirty participants answered an open-ended questionnaire and eight participants then took part in semi-structured interviews. Qualitative data were analyzed through content analysis. The findings showed the positive attitude of the participants toward the promotion of learner autonomy in language learning. The roles of teachers were identified as a facilitator, a counselor, and a resource in promoting learner autonomy. In practice, however, some mismatches between their perceptions and teaching practices were revealed.
EFL instructors’ Perception and Practices on Learner Autonomy in Some Turkish Universities
Journal of Language and Linguistic Studies, 2017
Learner autonomy has become a central ability to develop in learners for a fruitful language learning/teaching process in EFL classes. Particularly, in this world of knowledge, teaching learners how to access resources and how to use them for their learning needs has become increasingly important. Teachers’ perception on learner autonomy is crucial because their beliefs about independent learning either intentionally or unintentionally impede the development of learner autonomy. The aim of this study is to investigate EFL Instructors’ perceptions and practices on learner autonomy at the schools of foreign languages in nine geographically diverse public Turkish universities. The study was conducted with 96 EFL instructors, and the data were collected through a questionnaire and interviews. The findings of this study revealed that the instructors had highly positive views on different aspects of learner autonomy. It was also found out that they did not perceive it as much feasible as they perceived it desirable.
EFL Teachers’ Views on Learner Autonomy
2020
Indonesia is one of the Asian countries which has just little field regarding learner autonomy. Moreover, it is still doubted that if teachers generally accept the views about learner autonomy or even to what extent they understand about it. As a response, this study was conducted to investigate the views of English foreign language teachers regarding learner autonomy and how these views promote learner autonomy. This research was a descriptive-analytical study approach. The form of the written interview was used in conducting the research and interpreted into the analysis of qualitative data. The participants in this study were five teachers who have been teaching for ten years. The findings showed that teachers’ views of learner autonomy and the promotion of learner autonomy in this study were varied. The teachers’ views of these areas of learner autonomy needed to be developed.
Learner Autonomy: Iraqi EFL Teachers' Beliefs
Today students need to take responsibility for their own learning and be autonomous more than thirty years ago. Learner autonomy, which makes the learners more effective, has been given attention in the language learning process over the last three decades. The goal of this study is to explore Iraqi English teachers' beliefs about learner autonomy. The participants of the study consist of 116 EFL teachers (87 males and 29 females) from different academic (Diploma, Bachelor, Master and PhD) and teaching (intermediate, secondary and university) levels. A questionnaire developed by Borg & Al-Busaidi (2012) is used to elicit the required data. Data is analyzed by using SPSS version 22. The results of the study reveal that EFL teachers have a positive attitude to some extent towards learner autonomy. The results of the study and their pedagogical implications are discussed, and recommendations for further research are provided.
Teacher’s and Learners’ Perceptions of Learner Autonomy in EFL Context
Proceedings of the Eleventh Conference on Applied Linguistics (CONAPLIN 2018), 2019
Learner autonomy places important role in language learning because it promotes independent role to increase the learning progress as well as learning achievement; thus, the purpose of this study was to analyse teachers' and learners' perception of learner autonomy in their classroom practice, especially in EFL context. The data was taken from close-ended questionnaire related to learner autonomy, teachers' understanding, perceptions and feasibility of conducting learners' autonomy in the class. Questionnaire as primary tool was filled by 30 EFL teachers and 21 students. Descriptive qualitative was used in analysing the data. The result showed that teachers have strong idea about learner autonomy. Teachers perceive learner autonomy as learning independently. In addition it is perceived that learner autonomy gives notion of letting the students involve in learning process, especially deciding what and how to learn; furthermore, motivation and language proficiency are seen as key role in successful learner autonomy; however, most of the participants choose slightly unfeasible to let the students decide topics learnt in class. Learners perceive teachers as responsible person in teaching and learning process; however, they also believe that as individual, they need to be responsible for their learning. It is hoped that the research contribute to the development of teaching and learning process as well as the learner autonomy promotion.