LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES

2018 ◽  
Vol 2 (2) ◽  
pp. 96
Author(s):  
Jahanara Begum
Keyword(s):  
Learner Autonomy ◽  
Teachers Perceptions

INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

2018 ◽  
Vol 127 (6B) ◽  
pp. 5
Author(s):  
Anh Thanh Nguyet Le
Keyword(s):  
Language Education ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teachers Perceptions ◽  
Local Contexts ◽  
Efl Teachers ◽  
University Life

<p><em>Learner autonomy is currently one of the central themes in language education. </em><em>Autonomous learning plays an important role not only in university life but also throughout life for learners.</em><em> Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.  </em></p><p><em></em><em><br /></em></p>

Learner Autonomy

2019 ◽  
pp. 71-89
Author(s):  
Abdallah Elmahjoub ◽  
Terry Lamb
Keyword(s):  
Cultural Context ◽  
Middle Eastern ◽  
Learner Autonomy ◽  
Ethnographic Study ◽  
Teachers Perceptions ◽  
Analytical Thinking ◽  
Eastern Cultures ◽  
Readiness To Adopt

This chapter explores teachers' perceptions of learners' readiness to adopt autonomous roles and to develop their critical and analytical thinking. The chapter reports on an ethnographic study investigating teachers' views on whether the notions of learner autonomy and critical and analytical thinking can be developed in the Libyan cultural context. The reason behind this exploration is that Libyan culture is one of the Middle Eastern cultures in which some educationalists believe learner autonomy to be inappropriate. The study's findings suggest that notions of autonomy, critical and analytical thinking, and creativity can well be fostered in the context of this study.

scholarly journals Learner Autonomy in University English Classrooms: Teachers’ Perceptions and Practices

2017 ◽  
Vol 6 (2) ◽  
pp. 19 ◽  
Author(s):  
Chiew Yen Dwee ◽  
Elizabeth M. Anthony
Keyword(s):  
Teaching Practices ◽  
Teacher Perception ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Teachers Perceptions ◽  
University Teachers ◽  
English Classrooms ◽  
Depth Data ◽  
The University ◽  
University Setting

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

scholarly journals LEARNER AUTONOMY IN THE INDONESIAN EFL SETTINGS

2017 ◽  
Vol 6 (2) ◽  
pp. 222 ◽  
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Professional Development ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Educational Institutions ◽  
Classroom Setting ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Learning Practices ◽  
Making Choices ◽  
Teaching Learning

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

A study of Iranian EFL teachers’ perceptions and practices regarding learner autonomy

2015 ◽  
Vol 4 (4) ◽  
Author(s):  
Najmeh Nasri ◽  
Abbas Eslami Rasekh ◽  
Hossein Vahid Dastjerdy ◽  
Zahra Amirian
Keyword(s):  
Learner Autonomy ◽  
Teachers Perceptions ◽  
Efl Teachers

scholarly journals An Investigation of Learner Autonomy in Turkish EFL Context

2017 ◽  
Vol 6 (2) ◽  
pp. 89 ◽  
Author(s):  
Dilek Cakici
Keyword(s):  
Student Teachers ◽  
Prospective Teachers ◽  
English Language ◽  
Learner Autonomy ◽  
Study Data ◽  
English Language Teaching ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Gender Based ◽  
General Aspects

This study investigated the teachers’ perceptions as to what extent learners should be involved in decision making processes concerning the general aspects of learner autonomy. The primary aim of the research was to find out learning autonomy perceptions of Turkish prospective teachers of English. It is also aimed to explore the effect of gender on the views held by prospective English as a foreign language (EFL) teachers. To this end, a total of 88 senior students (54 females, 34 males) in the Department of English Language Teaching (ELT) at Ondokuz Mayıs University participated in this study. Data were collected by the questionnaire “Learner Autonomy: the Teachers’ Views” developed by Camilleri (1997). The obtained data were analyzed and interpreted in the form of percentage level for related items. The results of this study indicated that EFL student teachers seem to be ready to take more responsibility and control for their own learning in certain aspects of learner autonomy, whilst in some other areas they still demand teacher’s support and guidance. Furthermore, the results demonstrated that overall males and females held similar views about learner autonomy in EFL context. However, a significant gender-based difference was reported in three items. 

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