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Diao, Li Jing. "On Relationship between Teacher Autonomy and Learner Autonomy." Applied Mechanics and Materials 411-414 (September 2013): 2781–85. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2781.
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In the process of the development of learner autonomy, teachers play a very important role, even determining to some extent whether learner autonomy can be realized. However, there is a lack of strong finks in theories concerning the relationships of learner autonomy, language proficiency, and teacher autonomy. This article explores the relationships between teacher autonomy and learner autonomy in terms of autonomy theory and teaching application and formulates the opinions that teacher autonomy does have positive effects on learner autonomy to some extent and learners with autonomous learning ability can make faster progress in language proficiency than those without learner autonomy
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Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.
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With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an exploration of fostering learner autonomy in the teaching of English and learners' attitudes, motivation and strategies. Because, serve as three important conditions for learner autonomy in the teaching of English. These conditions will largely influence the learning of learner autonomy. On the basis of the above exploration learner training for fostering learner autonomy, must entail two aspects. Firstly, setting up self-access centers can provide learners with an autonomy-supportive learning environment, which will contribute to enhancing learners' motivation and can strengthen their confidence in their English learning. Secondly, teachers themselves should reconsider their roles in fostering learner autonomy. They should act as facilitators, counselors and resource rather than classroom controllers. In this way, learners can feel more willing to accept responsibility for their own learning and strengthen their ability to do so.
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OUSSOU, Said. "Promoting Learner Autonomy." International Journal of Language and Literary Studies 2, no. 2 (June 8, 2020): 156–67. http://dx.doi.org/10.36892/ijlls.v2i2.278.
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Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy in their learners. To achieve this purpose, a quantitative research design was employed in the study, generating and analyzing quantitative data. Therefore, a sample of 96 (57 males and 39 females) EFL teachers completed the questionnaire. Drawing on the findings, it was found that EFL teachers promote learner autonomy to a great extent and that the results were conclusive among the teachers’ rates of levels of agreement and disagreement regarding the strategies for promoting learner autonomy. Thus, it is concluded that the study reported on the extent to which teachers employ a number of strategies to promote learner autonomy and that it does not necessarily mean that the study explained the degree to which teachers know how to implement those strategies, as this would be beyond the purpose of the present study.
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Mohammadi, Mohammad, and Ziba Mahdivand. "Is Willingness to Communicate a Reliable Predictor of Learner Autonomy in an EFL Context?" Center for Educational Policy Studies Journal 9, no. 1 (March 25, 2019): 9. http://dx.doi.org/10.26529/cepsj.667.
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The present quantitative study investigated the relationship between willingness to communicate (WTC) and learner autonomy in an EFL context. In addition, it explored the probable effect of gender on the relationship between learner autonomy and WTC. Furthermore, it investigated whether WTC could predict learner autonomy. The data were collected from 142 upper-intermediate and advanced EFL learners (72 males and 70 females) by means of two questionnaires, the Learner Autonomy Questionnaire and the WTC Scale. The findings indicated that WTC correlated significantly and positively with learner autonomy. Moreover, correlational analysis revealed that gender modified this relationship in that the relationship between WTC and learner autonomy was stronger and more positive among female learners. The results revealed that WTC was a partial predictor of learner autonomy in this EFL context.
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Wirapatni, Anak Agung Istri Sri, P. K. Nitiasih, and L. P. Artini. "Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy." Journal of Education Research and Evaluation 5, no. 1 (January 14, 2021): 118. http://dx.doi.org/10.23887/jere.v5i1.29945.
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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.
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Smith, R. "Learner autonomy." ELT Journal 62, no. 4 (September 25, 2007): 395–97. http://dx.doi.org/10.1093/elt/ccn038.
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Benson, Phil. "Learner Autonomy." TESOL Quarterly 47, no. 4 (September 3, 2013): 839–43. http://dx.doi.org/10.1002/tesq.134.
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Noviana, Nurul, and Priyatno Ardi. "INVESTIGATING LEARNER AUTONOMY IN A TOEFL PREPARATION PROGRAM." Journal of English Educational Study (JEES) 3, no. 1 (May 18, 2020): 10–20. http://dx.doi.org/10.31932/jees.v3i1.612.
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Learner autonomy is learners’ ability to take charge, set the rules and style of their learning as the goals. Profiling autonomous learners can be seen in the TOEFL preparation program class. TOEFL preparation program is a course subject to provide learners in achieving the TOEFL score target to fulfill requirements as ELT students. The class provides learners with more opportunities in studying pre-face-to-face sessions by giving the students worksheets. These opportunities directed the learners to exercise their English. This study investigates the learning activities conducted by EFL learners in the TOEFL class and the use of learner autonomy in the pre-face-to-face session in the TOEFL preparation program. The study employed a qualitative narrative inquiry, grounded in phenomenological research. Data were collected and analyzed qualitatively by understanding the meaning of lived experiences. Data were gathered by interviewing 5 participants and observing the TOEFL class. Based on the findings, there were numbers of extension language activities held by the learners. There were five themes categories of learner autonomy as strategy, learner autonomy as perceptions, learner autonomy as behavior, learner autonomy as the interdependence of social autonomy, and experiences from learning TOEFL test preparation program in learners’ lived experiences.
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Dewi, Desi Surlitasari, and Eka Wilany. "THE RELATIONSHIP BETWEEN LEARNER AUTONOMY AND MOTIVATION IN EFL SPEAKING CLASS." ELP (Journal of English Language Pedagogy) 8, no. 2 (July 3, 2023): 194–208. http://dx.doi.org/10.36665/elp.v8i2.758.
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Despite continuous effort to establish an engaging learning environment, there is a lack of motivation among EFL learners in speaking class. Understanding the relationship between autonomy and motivation might provide insights into effective methods of instruction in EFL speaking classes when learners need to strengthen their speaking skills. This study aimed to investigate the relationship between learner autonomy and motivation in higher education, particularly in EFL speaking classes. The research method employed in this correlational study was a questionnaire to assess learner autonomy and motivation. The data were analyzed quantitatively using Pearson product moment and linear regression. The findings indicate a positive correlation between learner autonomy and motivation in EFL speaking classes (r-value = .835; Sig. (2-tailed) .000 < .05). Specifically, learners’ control of cognitive process, independent use of learning resources, learner's control of affective process, and autonomous use of learning skill were significantly correlated with motivation in EFL speaking (r = .731, Sig .001; r = .841, Sig .000; r = .855, Sig .000; r = .753, Sig .000, n=17; Sig .05). Although independent use of technology was not significantly correlated, it had a positive and low correlation towards motivation in EFL speaking (r = .358, Sig .158, n = 17, Sig .05). The five aspects of learner autonomy simultaneously had a strong significant effect on motivation (R2 = .798, p < .001). The findings suggest that educators can design instruction that promote learner autonomy and increase motivation in EFL speaking classes.
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Yuliani, Yuyun, and Nenden Sri Lengkanawati. "PROJECT-BASED LEARNING IN PROMOTING LEARNER AUTONOMY IN AN EFL CLASSROOM." Indonesian Journal of Applied Linguistics 7, no. 2 (September 30, 2017): 47. http://dx.doi.org/10.17509/ijal.v7i2.8131.
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In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Project-based learning promotes Learner autonomy in an EFL Classroom. It employs descriptive qualitative research design at six participants of Junior High School students, grade nine. The qualitative data collected through document analysis, observation and interview were analyzed qualitatively. The results of data analysis led to a conclusion that project-based learning has promoted Learner autonomy, which covers the criteria of self-instruction, self-direction, self-access learning and individualized instruction in each stage of Project-based Activity, namely the planning process, the implementation process and the monitoring process. There are also six important findings. Firstly, the learner autonomy varies among learners. Secondly, there is a linear relationship between learners’ achievement and Learner autonomy. Thirdly, Learner autonomy needs process, and the process shows irregular pattern. Fourthly, it is worthy noted that no one is one hundred percent autonomy. Fifthly, among the three stages of the Project-based Activity, the learners gain the highest degree of Learner autonomy in the Implementation Process. Sixthly, there are still constraints in enhancing Learner autonomy. Due to the constraints above, this study recommends that promoting Learner autonomy needs support in some specific areas, especially the professional treatment of the teachers and institutions.
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Stevani, Margaret, and Fiber Yun Almanda Ginting. "English Teachers’ Perspectives of Learner Autonomy in Online Reading Comprehension in Times of the COVID-19 Pandemic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 5, no. 2 (August 24, 2022): 166. http://dx.doi.org/10.33578/jtlee.v5i2.7934.
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The objectives of this research were focused on English teachers’ perspectives on learner autonomy and to what extent do English teachers feel their learners are autonomous in online reading comprehension in times of the COVID-19 pandemic. These research questions were answered by using observation, interview, and Likert-scale questionnaire in the form of qualitative method. The sample of this study was 26 English teachers in 4 elementary schools and 5 junior high schools in North Sumatra, Indonesia. The results of the study showed some points on learner autonomy, such as: (1) the importance of learner autonomy, (2) the way English teachers promoted learner autonomy, (3) the challenges of English teachers to implement learner autonomy, (4) English teachers’ responsibility in online reading comprehension, (5) English teachers’ observation to learners’ autonomy in online reading comprehension, (6) learners’ activities in online reading comprehension strategy, (7) English teachers’ preparation in online reading comprehension class. This research concluded that the degree of learners’ autonomy during the pandemic was higher rather than before the COVID-19 pandemic due to some reasons.
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Şakrak-Ekin, Gülnihal, and Cem Balçıkanlı. "Does Autonomy Really Matter in Language Learning?" Journal of Language and Education 5, no. 4 (December 20, 2019): 98–111. http://dx.doi.org/10.17323/jle.2019.8762.
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The main aim of this study was to unravel the possible relationship between individuals’ level of autonomy as EFL learners and academic success in terms of language learning at the tertiary level. Additionally, this quantitative study focused on exploring EFL learners’ level of autonomy and also the relationship between learner autonomy and some personal factors, including gender, age, English level, and the length of English education. In order to assess the participants’ levels of autonomy, a questionnaire consisting of 66 items was administered to 267 university students, who were Turkish-speakers of English as a foreign language. The findings showed that more than half of the learners (65.2%) had a high autonomy level with a mean autonomy score of 461.37 out of 660. As for the personal variables, only gender was found to be a significant factor in regards to learners’ autonomy, in this case, in favour of females. Correlation analysis revealed a positive correlation between learner autonomy level and the academic success of language learners. In other words, the academic success of language learners increased with their autonomy and vice versa. In accordance with the literature, the present study revealed that learner autonomy could be considered one of the factors that affects the success of language learners. Based on the findings, it might be suggested that learner autonomy and possible ways to promote it in and out of class should be given more importance. Further empirical research was suggested in order to comprehend unexplored aspects of learner autonomy in language learning.
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Okonda, Richard Arina. "Autonomie d’apprentissage du FOS chez les apprenants dans le Milieu Universitaire au Kenya: cas de l’Université Moi." AFRREV IJAH: An International Journal of Arts and Humanities 7, no. 3 (September 10, 2018): 70–79. http://dx.doi.org/10.4314/ijah.v7i3.8.
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Le présent article traite de la question de l’autonomie d’apprentissage du français sur objectifs spécifiques (FOS) chez les apprenants dans le milieu universitaire au Kenya et précisément à l’université Moi. Malgré plusieurs défis, le FOS commence à trouver sa place dans les universités kenyanes. Un apprenant du FOS dans une université kenyane est un apprenant qui est devenu dépendant à son maître. La question qu’on se pose est celle de savoir s’il existe la possibilité d’autonomiser l’apprentissage du FOS chez ces apprenants, avec l’objectif de complémenter son apprentissage en FOS via les initiatives prises hors classe. Cette étude a pour objectif d’identifier les moyens qu’utilisent déjà ces apprenants pour rendre autonome leur apprentissage, déterminer les contraintes de l’autonomie d’apprentissage chez eux, et dévoiler combien s’y met l’apprenant dans un réseau d’échange afin de favoriser son autonomie d’apprentissage. Cette étude se borne sur l’approche théorique du constructivisme, et distingue surtout quatre types d’autonomie: l’autonomie physique, sociale, linguistique et cognitive. La recherche a été menée auprès des apprenants du français sur objectifs spécifiques en tourisme, hôtellerie, restauration et voyage, de l’Université Moi au Kenya, où un échantillon aléatoire de 40 étudiants a été sélectionné pour répondre aux questionnaires. Après l’analyse des données, nous avons établi plusieurs conclusions qui concernent la nature hétérogène des apprenants, les initiatives déjà employées par certains apprenants pour assurer une autonomie physique, le manque d’interaction chez les apprenants, le besoin d’assistance pour améliorer l’apprentissage, et les obstacles qui empêchent l’apprenant de rendre autonome son apprentissage. Nous recommandons la disposition des matériels du FOS, l’évaluation des sites internet que consulte l’apprenant, la favorisation des échanges entre les apprenants, le besoin de catégoriser des apprenants selon leur niveau en français, et l’importance d’encourager des apprenants à « apprendre à apprendre ».Mots clés: Autonomie d’apprentissage, français sur objectifs spécifiques, français langue étrangère, didactique des languesEnglish AbstractThis article looks at the question of the learner’s autonomy in learning French for Specific Objectives (FSO) in Kenyan universities, notably at Moi University. Despite several challenges, FSO has started to find its place in Kenyan universities. Learners in FSO in Kenyan universities have become dependent to their teachers. We ask ourselves questions concerning the ability of the learner to make autonomous his learning experience in order to complement what he has learnt in class, via initiatives done outside class. The objectives of this study concern identifying the means that the learner is using already in order to be autonomous, to determine the constraints in regard to learner autonomy, and to find out how much the learner interacts with other learners in order to be more autonomous. This study employs the constructivist theory, and distinguishes four types of autonomy: physical, social, linguistic and cognitive. The research was carried out amongst learners in the School of Tourism, Hospitality and Events Management of Moi University in Kenya, whereby a random sample of 40 subjects was chosen to respond to questionnaires. After data analysis, several conclusions were established in relation to the heterogeneous nature of the learners, the initiatives already used by certain learners in order to be physically autonomous, lack of interaction amongst learners, the need for assistance in order to improve learning, and the obstacles preventing the learner from being autonomous. We recommend equipping the learner with enough learning materials in FSO, evaluating the websites used by the learner to learn French, encouraging learner interactions, categorizing learners according to their level in French, and the importance of encouraging the learners to “learn how to learn”.Keywords: learner’s autonomy, French for Specific Objectives, French as a Foreign Language, language didactics
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Leaver, Betty Lou, and Anita Wenden. "Learner Strategies for Learner Autonomy." Modern Language Journal 77, no. 2 (1993): 236. http://dx.doi.org/10.2307/328956.
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Szőcs, Krisztina. "Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study." Apples - Journal of Applied Language Studies 11, no. 2 (June 26, 2017): 125–45. http://dx.doi.org/10.17011/apples/urn.201708233542.
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Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, 2006), it is essential to gain insight into their views regarding learner autonomy (Borg & Al-Busaidi, 2012). Similarly, learners’ perceptions concerning language learning influence their openness to the ideas presented in the language classroom (Cotterall, 1995). Furthermore, as mismatches between teachers’ and students’ beliefs could have a negative impact on learners’ motivation, understanding the relationship between teachers’ and students’ beliefs might lead to more successful learning. The present study explored language teachers’ and learners’ beliefs and classroom practices concerning learner autonomy in a Hungarian secondary school. Mixed methods were used: attitude-questionnaires and interviews revealed what language teachers (n=9) understood by learner autonomy and in what ways they claimed that they incorporated it in their practice. The study also looked into language learners’ beliefs (n=100) and reported autonomous behaviours. A questionnaire explored to what extent students felt responsible for their autonomy in language learning. Furthermore, classroom observations helped to gain insight into teachers’ classroom practices and language learners’ autonomous behaviours. Finally, the study revealed correspondences and mismatches between teachers’ and students’ autonomous beliefs. The findings of the study have pedagogical implications for practicing teachers and teacher educators as their awareness should be raised about the importance of learner autonomy to help them shape their learners’ learning experiences positively regarding autonomy development.
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Lengkanawati, Nenden Sri. "LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 222. http://dx.doi.org/10.17509/ijal.v6i2.4847.
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Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for[JC1] professional development. After quantitatively and qualitatively analyzing the data, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by the learners, it was believed that learners’ making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers’ perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners’ lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English. LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting. [JC1]significance for
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Sakina, Rahma, Eva Meidi Kulsum, and Bachrudin Musthafa. "Learner’s Autonomy In English As A Foreign Language Teaching And Learning." Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan 8, no. 1 (February 19, 2022): 50–62. http://dx.doi.org/10.35569/biormatika.v8i1.1198.
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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. 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. 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.
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Jamila, Mariam, and Ainol Madziah Zubairi. "A Systematic Review of Autonomous Learning in ESL/EFL in Bangladesh: A Road to Discovery Era (2009-2022)." English Language Teaching 15, no. 4 (March 18, 2022): 47. http://dx.doi.org/10.5539/elt.v15n4p47.
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Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now. Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during the last ten years or so, and the prospect looks promising. This article reviews the research pertaining to learner autonomy in Bangladesh during the years 2009-2022. The review revealed that studies related to learner autonomy in Bangladesh tend to focus on how autonomy facilitates English language teaching, examining teachers’ and learners’ attitudes, perception and readiness, factors affecting the fostering of learner autonomy, its implications, importance, and teachers’ varied roles to exhilarate learner autonomy. However, research on learner autonomy in English language teaching and learning in Bangladesh seems insignificant. During the review process, it has been evident that there is a crucial need for more in-depth empirical studies in autonomy. Moreover, there is significant lack of investigations where learners’ responses are included. Hence, this article examined the gaps, and suggestions for further studies are provided accordingly.
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Sani, Hamid Najaf Pour, and Mehdi Vaseghi. "Educational Intervention in Fostering L2 Learner Autonomy." International Letters of Social and Humanistic Sciences 48 (February 2015): 9–30. http://dx.doi.org/10.18052/www.scipress.com/ilshs.48.9.
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There is not enough conceptual work done on autonomy relating it to other individual difference variables. Some researchers have investigated the characteristics of L2 English learners in terms of motivation and learning strategy constructs, but they did not include variables associated with learners’ perceived L2 learning competence/anxiety. Some other researchers investigated the characteristics of L2 English learners in terms of strategy use and confidence constructs, but did not include motivational constructs. Motivational, affective, and strategy use have been hypothesized to be important in fostering L2 learner autonomy (Benson, 2011), but conceptual work linking these constructs to L2 learner autonomy is needed. The present study aims to identify the links among L2 learner motivation, confidence/anxiety, and strategy use with L2 English learners with varying degrees of L2 learner autonomy, measured with the Self-Determination Theory-based motivational continuum. The results will help to illuminate how autonomy is related to other variables and thereby provide a clearer understanding of L2 English learner autonomy. The second purpose is to investigate which of the above-mentioned constructs can be changed through a specific educational intervention. This is important given that positive changes in such variables are hypothesized to result in more positive educational outcomes. The study also aims to investigate how the participants perceive a set of learner autonomy fostering activities that aims at transferring learning responsibility from teacher to learner.
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Asiri, Jameelah, and Nadia Shukri. "Female Teachers’ Perspectives of Learner Autonomy in the Saudi Context." Theory and Practice in Language Studies 8, no. 6 (June 1, 2018): 570. http://dx.doi.org/10.17507/tpls.0806.03.
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For decades, the term learner autonomy has been the focus of many studies in the field of education and language learning. This study addresses teachers' perspectives of learner autonomy in Saudi Arabia. It examines whether teachers have the knowledge to encourage and foster learner-autonomy. This study also seeks to explore the challenges English language teachers face in the process of implementing learner autonomy into their EFL classrooms. The investigation was conducted using a sample of 50 English language teachers teaching Saudi students at King Abdul-Aziz University. Data was collected using a 20 - item questionnaire. The study was a mixed research method. Collected data was analyzed using descriptive statistics and thematic analysis. The findings revealed that teachers believe that Saudi learners in the current situation are non-autonomous learners’, they lack the knowledge and the training to apply it. Findings also revealed that teachers are familiar with the learner- autonomy yet, they stated that they need proper training and professional development to help encourage learner autonomy. It is an attempt to contribute to the literature underlying learner autonomy in the field of language learning in the Saudi context. Also, it suggests further research to help better comprehend the value of teachers' role in the process of autonomous language learning for learners.
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Martha, Yayu Nopriani, Gin Gin Gustine, and Ahmad Bukhori Muslim. "Exploring EFL Teachers’ Beliefs on the Implementation of Learner Autonomy in Online Classrooms." EDULANGUE 4, no. 1 (June 29, 2021): 90–106. http://dx.doi.org/10.20414/edulangue.v4i1.3454.
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Learner Autonomy is a dynamic process in which learners take an active role and are responsible for their learning. Nowadays, teachers and learners are using technology in online classrooms due to the pandemic situation during which learner autonomy can play critical roles. However, studies investigating teachers’ beliefs in fostering learner autonomy by utilizing technology in online classrooms remain sparse. To fill this gap, this qualitative study explored the teachers' beliefs in fostering learner autonomy by using technology in online classrooms. Drawing on the data garnered from online questionnaires and open-ended questions that involved 48 English teachers from various levels of education in Central Kalimantan with different teaching experience and education degrees, it was found that the teachers deployed various technological tools, which helped them foster learner autonomy in online classrooms.
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Bozkurt, Nilcan, and Fadime Yalcin Arslan. "Learner Autonomy in Language Learning: Syrian Refugee EFL Learners’ Perceptions and Readiness." Multidisciplinary Journal of Educational Research 8, no. 2 (June 15, 2018): 115. http://dx.doi.org/10.17583/remie.2018.3028.
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This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. It also investigated the effects of grade and gender on learners’ perceptions. A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; nevertheless, both had caused statistically significant differences in terms of sub-scales. While the 8th graders in this study perceived themselves as being more autonomous in terms of experience in language learning, the female students seemed more autonomous in terms of their perceptions of the role of teachers and feedback. Additionally, although the learners’ perceptions regarding autonomy were slightly lower than their readiness for autonomy, there was a statistically significant relationship between their perceptions of learner autonomy and their readiness for autonomy in language learning. When their perceptions about learner autonomy increased, their readiness for autonomy also increased.
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Alrabai, Fakieh. "Saudi EFL Teachers’ Perspectives on Learner Autonomy." International Journal of Linguistics 9, no. 5 (October 25, 2017): 211. http://dx.doi.org/10.5296/ijl.v9i5.11918.
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This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers’ beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners’ autonomy. Descriptive statistics (i.e., frequency counts and percentages) were calculated to determine the study findings. These findings revealed that the teachers in this study conceptualized the construct of learner autonomy according to four main orientations: technical, psychological, social, and political; the teachers’ notions of learner autonomy were most strongly associated with the psychological orientation. These teachers also emphasized that they were responsible for their students’ learning, and they perceived their students as passive, dependent and lacking initiative. They further identified several factors related to the learner, the institution, and the teacher as barriers that challenge them in their facilitation of learner autonomy, with some Saudi learner-related factors being the teachers’ main challenges in this regard.
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YASMIN, Musarat, and Ayesha SOHAIL. "A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS." Creativity Studies 11, no. 1 (March 27, 2018): 1–9. http://dx.doi.org/10.3846/23450479.2017.1406874.
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Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.
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Aghayani, Behnam. "Learner Autonomy and Internal Locus of Control: Influential Factors in EFL Context." ELS Journal on Interdisciplinary Studies in Humanities 4, no. 2 (June 29, 2021): 248–52. http://dx.doi.org/10.34050/elsjish.v4i2.13743.
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Considering the significant role of learner autonomy and internal locus of control in language learning process, the present study attempted to investigate the correlation between EFL learners’ autonomy and internal locus of control. To achieve such aim, a sample of 95 Iranian EFL learners both male (n=33) and female (n=62) participated in this study. The instruments used in the present study were learner autonomy questionnaire (Learner Autonomy Perception Questionnaire) and internal locus of control questionnaire (Internal Locus of Control Index). The findings indicated a significant positive correlation among EFL learners’ autonomy and their internal locus of control. Moreover, this study highlights the importance of learner autonomy and internal locus of control in the foreign language learning and also aims to raise EFL teachers’ awareness of the importance of these two key factors in the EFL context. The suggestions related to the findings of the current study are discussed at the end of study.
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Vanijdee, Alisa. "Thai Distance English Learners and Learner Autonomy." Open Learning: The Journal of Open, Distance and e-Learning 18, no. 1 (February 2003): 75–84. http://dx.doi.org/10.1080/0268051032000054130.
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EL MOUDDEN, Amine, and Fouzia LAMKHANTER. "Exploring Learning Autonomy: An Investigation into the Perceptions and Practices of ENCG Students in the Acquisition of English Language Skills." International Journal of Language and Literary Studies 5, no. 4 (December 18, 2023): 207–21. http://dx.doi.org/10.36892/ijlls.v5i4.1484.
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This study investigates the notion of learner autonomy in EFL in the Moroccan School of Business and Management (ENCG). The concept of autonomy aims to empower learners to possess the necessary life skills such as critical thinking, problem solving and creativity to excel both personally and professionally. Learner autonomy was first introduced in the late 1970s and since then has been considered a learning goal in most educational curricula. In Morocco, all educational reforms, especially after 2000, have stressed the urgent need for key life skills to meet the requirements of the job market and globalised world. The present study examines the perceptions and practices of ENCG students towards learner autonomy in EFL. A sample of 662 ENCG students completed an online survey to gather quantitative data. Findings revealed that learners hold positive attitudes towards learner autonomy and they take part in activities depicting autonomous practices and behaviours. These students demonstrate a strong awareness of strategies that contribute to learner autonomy and exhibit motivation to independently acquire English language skills at ENCG. In summary, the research establishes a robust basis for the potential growth and expansion of learner autonomy across various universities in Morocco.
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Salsya, Khairani Putri, and Lulu Laela Amalia. "EFL Teachers’ Perceptions and Strategies in Fostering Learner Autonomy during the COVID-19 Pandemic." Basic and Applied Education Research Journal 3, no. 2 (December 30, 2022): 98–107. http://dx.doi.org/10.11594/baerj.03.02.03.
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Learner autonomy is required when studying English as a Foreign Language (EFL). In fact, teacher-centered learning is still dominating the learning activity, where the students still depend on the teacher as the source of knowledge in the classroom, including in Indonesian context. Unfortunately, the world is now facing serious pandemic COVID-19 which has caused the teachers not able to do the teaching and learning process conventionally. This research sought two senior high school teachers in Lampung. In this study, questionnaires and semi-structured interviews were used as instruments. This qualitative research aimed to describe the EFL teachers’ perceptions and strategies to foster learners’ autonomy during the COVID-19 pandemic. Both EFL teachers agreed that autonomy meant that students could choose how they learned and be in charge of their own learning. The EFL teachers fostered learner autonomy by using some strategies such as assigning e-diaries, asking for a presentation based on certain tasks, and allowing students using educational apps as it is one of a tool to reach students’ learner autonomy. The result showed that teachers had positive perspectives and the eagerness to foster learner autonomy. Furthermore, the teachers’ strategies affect positive responses for their students during online learning due to the COVID-19 pandemic.
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Begum, Jahanara. "LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES." International Journal of Language Education 1, no. 1 (March 5, 2019): 12. http://dx.doi.org/10.26858/ijole.v1i1.6397.
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In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.
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Schmenk, Barbara. "Globalizing Learner Autonomy." TESOL Quarterly 39, no. 1 (March 1, 2005): 107. http://dx.doi.org/10.2307/3588454.
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Ceylan, Nuray Okumuş. "Fostering Learner Autonomy." Procedia - Social and Behavioral Sciences 199 (August 2015): 85–93. http://dx.doi.org/10.1016/j.sbspro.2015.07.491.
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Illes, E. "Learner autonomy revisited." ELT Journal 66, no. 4 (September 17, 2012): 505–13. http://dx.doi.org/10.1093/elt/ccs044.
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Daflizar, Daflizar. "Approaches to Fostering Learner Autonomy in EFL Learning." Journey: Journal of English Language and Pedagogy 6, no. 1 (March 18, 2023): 148–60. http://dx.doi.org/10.33503/journey.v6i1.2650.
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Learner autonomy has been a major topic of research in foreign language education for a long time. Despite the prevalent consensus that learner autonomy is concerned with a learner’s capacity to take control or take charge of his/her own learning (Benson, 2013), this does not mean that the teacher’s role is unnecessary. In recent years, many approaches to promoting learner autonomy have been suggested and many empirical studies have been carried out to examine the effectiveness of the approaches. This paper aimed at reviewing approaches to promoting learner autonomy. First, the definitions of learner autonomy are presented, followed by a discussion of the teacher’s roles in promoting learner autonomy. Next, six approaches to fostering learner autonomy as proposed by Benson (2001) are reviewed with references to both theories and results of empirical research. Based on the review, it can be concluded that teachers play an important role in the development of learner autonomy, and although the six approaches have different emphases, they seem to have more similarities than differences, particularly in encouraging learners to plan and follow their language learning paths to attain their goals. Implications for future research are put forward.
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Agustina, Dwi, Margaret Gleeson, and Gillian Hubbard. "THE EFL TEACHERS’ PERCEPTIONS OF LEARNER AUTONOMY AND ITS DEVELOPMENT IN AN INDONESIAN CONTEXT." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (October 5, 2022): 520–35. http://dx.doi.org/10.24071/llt.v25i2.4801.
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Creating long-life learners has become a long-term educational goal in many educational settings including Indonesia. An initial step towards this goal is to develop autonomy in students. Currently, learner autonomy or independence in learning has been promoted in higher education through the concept of Merdeka Belajar (freedom of learning) by the Minister of Education and Culture. In high schools, the 2013 curriculum has also emphasized learner autonomy development. Thus it is necessary to look back at how teachers perceived the concept of learner autonomy long before the concept of Merdeka Belajar was introduced. This article reports a quantitative study that investigated English teachers’ perceptions of learner autonomy and its development in Indonesia. This study was conducted in 2014 using a questionnaire and involved 145 high school English teachers in Magelang Regency, Central Java, Indonesia. The findings revealed that these Indonesian teachers held positive perceptions of learner autonomy and strongly supported psychological elements of learner autonomy. These EFL teachers also showed strong support for social aspects of autonomy. These junior high school teachers perceived social interaction and cooperation as important for promoting learner autonomy in the Indonesian context.
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Ellis, Gail, and Barbara Sinclair. "Learner training : Preparation for learner autonomy." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 5, no. 2 (1985): 84–98. http://dx.doi.org/10.3406/apliu.1985.2478.
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Boyadzhieva, Ellie. "Learner-centered Teaching and Learner Autonomy." Procedia - Social and Behavioral Sciences 232 (October 2016): 35–40. http://dx.doi.org/10.1016/j.sbspro.2016.10.008.
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Le, Quyen Ha To, Tin Tan Dang, and Quyen Thi Thuc Bui. "Tertiary EFL Students’ Learner Autonomy: The Roles of Teachers in the Classroom." Theory and Practice in Language Studies 13, no. 8 (August 1, 2023): 1880–87. http://dx.doi.org/10.17507/tpls.1308.03.
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Learner autonomy has been considered the central aim of education because of its significant role in enabling students to develop into successful lifelong learners. In modern times, students have many opportunities to learn outside the classroom, the ideal context for learner autonomy development. Therefore, research about the development of learner autonomy in the out-of-class learning context needs to receive more focus, especially in Vietnam. Based on sociocultural theory as the theoretical framework, the current research aims to explore the potential of promoting EFL tertiary students’ learner autonomy in the out-of-class learning context through teachers’ roles in the classroom. Data collected from answers to a questionnaire on learner autonomy and teachers’ roles (N=709) suggested significant correlations between factors of the situational, behavioral, and psychological dimensions of learner autonomy and the roles of teachers as a resource, an evaluator, a controller, an instructor, a facilitator, and a co-learner in the classroom. The follow-up semi-structured in-depth group interviews (N=35) revealed that the factors that mediated the relationship between learner autonomy and teachers’ roles were the students’ motivation, teacher autonomy, trust, and care. These results help to bridge in-class and out-of-class learning and provide pedagogical implications to foster learner autonomy development in the out-of-class learning context.
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Nupus, Hayatun, Manalullaili Manalullaili, and Winny Agustia Riznanda. "Teachers’ Beliefs in Learners’ Autonomy in English Language Learning: A Case Study at MA Masdarul Ulum." Ta'dib: Jurnal Pendidikan Islam 26, no. 1 (May 4, 2022): 55–67. http://dx.doi.org/10.19109/td.v26i1.11190.
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This study was aimed at finding out teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. Qualitative research with case study study was applied by with two teachers of English of MA Masdarul Ulum as the participants. Observation and one-on-one interviews by using open-ended questions were administered to collect the data on teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. This study revealed the following: 1) Learner autonomy as the ability to understand and accepts responsibility for their own learning, 2) Teacher’s roles in developing learners’ autonomy were as a facilitator, counselor, resource, manager and organizer, 3) Teacher’s use group seating, and U-shaped can support cooperative learning that will help the students to develop their autonomy, 4) Indonesia current curriculum encourages the development of learner autonomy, and 5) The most effective way to practice learner autonomy in Indonesia are; hand-on exercise, small group discussion and project-based tasks to encourage collaborative learning
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Osidak, Viktoriya. "LANGUAGE LEARNER MOTIVATION IN LANGUAGE AUTONOMY." АRS LINGUODIDACTICAE, no. 1 (2017): 25–30. http://dx.doi.org/10.17721/2663-0303.2017.1.04.
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Background: The notion of independent, autonomous learners is the focus of modern teaching paradigm as the key to success in language learning. At the same time the analysis of students’ attitude to their learning process has shown that many university students are not ready to take the responsibility for their own progress. The research in the field of learners’ motivation proves that motivation is the basic ingredient of the promotion and development of the autonomous language learning environment which results in the shift from teacher-centered to student-centered approach in the language classroom. Purpose: The purpose of the article is to discuss the nature of motivation of adults’ learners as a means of fostering learner autonomy and to outline the strategy of building up students’ independence in the language classroom. Results: A learner’s desire to succeed which is based on his ability to control and influence the situation appears to be the major external force behind language learning. The interaction between intrinsic and extrinsic motivation has led to a wealth of practical implications such as providing students with a repertoire of learning strategies that can help them become better motivated and more autonomous learners. The result of this type of teaching is the understanding of the importance of self-control as the means of enhancing students’ motivation and, as a result, to provide opportunities for feedback improvement through reflection, planning how to proceed with a learning task, monitoring one’s own performance on an ongoing basis, and self-evaluation upon task completion. Self-control has a four-stage development framework of a different degree of a student’s subordination to a teacher. It is expedient to rely on a teacher’s coaching and students’ cooperation while creating an efficient learning environment to enhance students’ self-control skills. Discussion: The discussion about intrinsic motivation has always been recognized as the primary impetus to initiate foreign language learning and later a driving force to sustain the self-directed learning process. Yet, “external” rewards such as passing grades or better employment opportunities, are essential for developing learner autonomy too. Thus extrinsic motivation can be viewed as a stimulus to the degree of fostering the autonomous learning in case an adult learner lacks intrinsic motivation.
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Rafiqa, Rafiqa, and Sukmawati Yasim. "Elevating the Pre-service Teacher's Translation Skill based on Learner Autonomy." EDUVELOP 3, no. 1 (October 3, 2019): 14–20. http://dx.doi.org/10.31605/eduvelop.v3i1.427.
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This paper attempts to improve the pre-service teachers based on student's learner Autonomy. The EFL classroom by first describing the role of translation in EFL learning, then exploring Learner Autonomy can be regarded as an effective teaching method to elevate student's Translation skill. Research setting at West-Sulawesi University, Majene West Sulawesi. The method was used pre-experimental design by one group pretest and posttest. Over 22 students programming Translation were the samples of this study by using purposive sampling technique. To collect the data, researchers used translation test as instrument, it was applied on pretest and posttest. To improve student's skill towards Translation, Learner Autonomy was implemented for 12 meetings within 4 months. The notion of learner independence or learner autonomy moves into an area where learners can direct their own learning particularly in translating the sentences and text provided during the class. It could mean those learning activities which take place without the immediate intervention of the teacher. In this scenario, learners set their own objectives and follow strategies devised by them to fulfill them. This is in turn facilitates the learner to become more efficient and effective when they study independently. Learners are compelled to assume responsibility for their own learning. The result of this study was Learner Autonomy successfully elevated the pre-service teacher's Translation.
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Melvina, M., and J. Julia. "Learner autonomy and English proficiency of Indonesian undergraduate students." Cypriot Journal of Educational Sciences 16, no. 2 (April 30, 2021): 803–18. http://dx.doi.org/10.18844/cjes.v16i2.5677.
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This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous.
Keywords: Autonomous learner, English proficiency, learner autonomy, learner training, undergraduate students, SEM-PLS.
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Bhattarai, Prakash. "English Language Teachers' Perceptions and Practices on Learner Autonomy in Nepalese Context." REiLA : Journal of Research and Innovation in Language 3, no. 1 (April 20, 2021): 17–25. http://dx.doi.org/10.31849/reila.v3i1.6064.
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Learner autonomy is the ability and responsibility of learners to take control of their learning. Motivation, the chance to work independently and/ or collaboratively, access to the internet and library, and challenging tasks promote learner autonomy. This study explores English language teachers' perceptions and practices on learner autonomy and finds the difference in the perceptions and practices by their sex, level, qualification, and type of school they teach. One hundred thirty-three (133) teachers teaching at Tulsipur Sub-metropolitan Dang, Nepal, were selected using the fishbowl technique. Data drawn with the questionnaire's help were analysed via univariate (frequency, percentage, and median) and bivariate (t-test and Cohen's d) analysis. From the analyses, it was found that English language teachers teaching at different levels are aware of the what, why, and how of learner autonomy, and they promote learner autonomy by engaging and encouraging students to be involved in the tasks which promote learner autonomy. Perceptions on learner autonomy do not differ by their sex, level, qualification, and type of school they teach. Likewise, practices on learner autonomy also do not differ by the sex and level of the teachers, but their practices differ by the type of school where they teach and their qualification.
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Yen Dwee, Chiew, and Elizabeth M. Anthony. "Learner Autonomy in University English Classrooms: Teachers’ Perceptions and Practices." International Journal of Applied Linguistics and English Literature 6, no. 2 (January 4, 2017): 19. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.2p.19.
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While much has been written on the concept and development of learner autonomy, limited studies have investigated the perceptions and classroom practices of teachers in fostering learner autonomy. This paper sets out to examine what teachers think about learner autonomy as well as the strategies they use to develop autonomous learners in a university setting using a qualitative approach. Five English teachers were selected using purposive sampling and a semi-structured interview was conducted with each of them to obtain in-depth data on their perceptions and teaching practices revolving around autonomous learning. The findings revealed that although university teachers possessed a fair understanding of what learner autonomy involves, there was a lack of focus in terms of developing learner autonomy in the classroom due to a number of challenges such as lack of teacher readiness, passive student attitude as well as the relevance and timing of English courses within the university curriculum.Keywords: Learner autonomy, Teacher perception, Teaching practices, English classrooms
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Tran, Thi Bich Tram, and Tuyet Kha Vuong. "Factors Affecting Learner Autonomy in Tertiary Level English Learning: A Study at Van Lang University." International Journal of TESOL & Education 3, no. 1 (December 20, 2022): 1–18. http://dx.doi.org/10.54855/ijte.23311.
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In the era of the Industrial Revolution, learning is acknowledged as a continuous process, with learner autonomy as one of its most crucial elements. Numerous studies have found that independent language learners benefit more than learners who study passively. Consequently, it is vital to comprehend the aspects that drive learner autonomy. The objective of this study was to identify the factors that both foster and impede the growth of learner autonomy. Data was collected from 233 English majors at the Faculty of Foreign Languages, Van Lang University, using qualitative and quantitative methods (VLU). The findings revealed that there are a number of elements that both help and hinder students' capacity to study English independently. The study also found that learners can learn independently with the support of their surroundings, intrinsic motivation, learning preferences, and technology advancements. Teachers' viewpoints on issues impacting learner autonomy are urged to be taken into account.
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Smid, Dávid. "MA Students' Foreign Language Learning Motivation and Autonomy in an International Learning Context." Working Papers in Language Pedagogy 9 (December 1, 2015): 41–57. http://dx.doi.org/10.61425/wplp.2015.09.41.57.
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How motivated and autonomous are tertiary-level students of English? What role does their national cultural background play in their learner profiles? Research in these areas does not seem to abound. However, since advanced learners have relatively long foreign language learning histories, they could provide valuable insights into the phenomenon in focus. This article discusses the language learning motivation and learner autonomy of MA Applied Linguistics students in Barcelona originating from a variety of countries, including Spain, China, and Japan. Its theoretical framework rests on the process model of L2 motivation (Dörnyei & Ottó, 1998). A small-scale qualitative study was carried out using retrospective interviews as an instrument for data collection. It was learned that MA students are highly motivated, committed to their goals, and possess significant learner autonomy. Different patterns emerged across the examined national cultural backgrounds in learning environment preference, management of time, concept of learner autonomy, and performance history attribution. Pedagogical implications include that university teachers of EFL should be prepared to teach in a multicultural class and promote intercultural skills.
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Iswandari, Amelia, and Ellen Juita Gultom. "PROMOTING LEARNER AUTONOMY IN A READING CLASS BY FACILITATING SELF-ACCESS LEARNING DURING THE COVID 19 PANDEMICS." LINGUA : JURNAL ILMIAH 17, no. 1 (April 30, 2021): 33–46. http://dx.doi.org/10.35962/lingua.v17i1.64.
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Being an autonomous learner is one of the most important and universal purposes of foreign language education. Especially, when it comes to the situation when the students must practice independent study at home in this case due to the pandemics of Covid19 in Indonesia. This research investigates the application of a self-access language learning approach to foster learner autonomy in an emergency virtual reading class during the covid 19 pandemics of students in STBA LIA, Jakarta. It focuses on finding out how a self-access language learning approach fosters learner autonomy on virtual reading class during the pandemics; to what extent learners have the learning autonomy in the emergency virtual reading class. Qualitative analysis was done by describing data from two surveys and learners’ two assignments. The results show that a self-access language learning approach is beneficial to manage learning which promotes learner autonomy. Learners become more independent as they have to be responsible with their learning.
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Czura, Anna. "Implementing Portfolio Assessment in Lower-Secondary School." ELOPE: English Language Overseas Perspectives and Enquiries 10, no. 1 (May 9, 2013): 83–94. http://dx.doi.org/10.4312/elope.10.1.83-94.
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Since alternative assessment embraces highly authentic tasks consistent with classroom goals and instruction, its implementation in the language classroom is believed to promote collaboration with peers, transfer responsibility to the learners and, consequently, foster learner autonomy. This paper presents the results of a research study aiming to determine whether portfolio assessment contributes to the development of autonomy in adolescent learners. In order to collect the data, qualitative and quantative methods of research were applied. The research results reveal that the implementation of portfolio assessment failed to affect the overall level of learner autonomy. Introducing one selected pedagogical procedure does not suffice to foster learner autonomy. Teachers need to be ready to pass a portion of their authority to the learners, who, in turn, need to know how to use the new privileges judiciously.
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Gholami, Hamid, and Reza Biria. "Reflective journal writing and learner autonomy." Journal of Language and Literature 5, no. 3 (August 30, 2014): 138–42. http://dx.doi.org/10.7813/jll.2014/5-3/25.
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Yuzulia, Irza. "EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy." Linguists : Journal Of Linguistics and Language Teaching 6, no. 1 (July 13, 2020): 36. http://dx.doi.org/10.29300/ling.v6i1.2744.
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Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was conducted in public senior high schools in Bandung. An experienced and a novice English teacher were involved in this study. The data in this study were collected through observation, interview and questionnaire. The study revealed that experienced and novice teacher hold almost the same perceptions that autonomy means the students’ active role in managing their own learning. The teachers pointed out that autonomous learning gives benefits to students’ learning. However, the experienced teacher was more optimist than the novice teacher regarding the possibility to promote learner autonomy which affects their classroom practices to promote learner autonomy. It is proved that the experienced teacher offers more strategies since she believed that learner autonomy is applicable for all language learners despite students' ages, levels of proficiency and cultures. It was found that the teachers used blogs, self-journal, videoconference and collaboration as strategies to promote learner autonomy.
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Alonazi, Saleema M. "The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia." English Language Teaching 10, no. 7 (June 11, 2017): 183. http://dx.doi.org/10.5539/elt.v10n7p183.
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Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school, with emphasis on the important roles of the facilitator, counselor, resource and manager. A survey questionnaire was used in this study to elicit the responses of 60 EFL teachers in Riyadh during the academic year 2015-2016. The findings of this study revealed that English language teachers often encouraged autonomous learners in their classrooms. They usually implemented different teaching strategies, which demonstrated the four roles: facilitator, counselor, resource and manager. Moreover, the findings showed that teachers were hindered by some difficulties including learners’ lack of independent learning skills, rules and regulations applied in schools, and teachers’ lack of basic strategies to encourage autonomous learning. Furthermore, the teachers believed that approaches such as teachers’ continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers’ independence, and offering teachers with professional development programs on learner autonomy can be helpful in developing both learner and teacher autonomy.