Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives

Yasmin, Musarat; Naseem, Farhat; Abas, Naeem

doi:10.1007/s10671-019-09252-7

Cited by 13 publications

(7 citation statements)

References 45 publications

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“…Depleting reserves of fossil fuel quest for an accelerated development in new renewable energy system. Unfortunately, our existing educational programmes are meant for churning out good employee not autonomous thinker, [90][91][92][93][94][95][96] resultantly producing technology users but not innovators. We will have to strengthen our science and technology programmes and to make learners autonomous to overcome humanity issues.…”

Section: Future Of Fossil Fuelsmentioning

confidence: 99%

Role of energy storage systems in energy transition from fossil fuels to renewables

et al. 2020

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We present the role of heat and electricity storage systems on the rapid rise of renewable energy resources and the steady fall of fossil fuels. The upsurge in renewable resources and slump in fossil fuel consumptions is attributed to sustainable energy systems, energy transition, climate change, and clean energy initiatives. The fast growth of renewables brings new design and operational challenges to transition towards 100% renewable energy goal. Energy storage systems can help ride‐through energy transition from hydrocarbon fuels to renewable sources. Nuclear fusion and artificial photosynthesis are the ultimate Holy Grails for permanent clean energy solutions. Plants harvest light and store it in chemical energy to regulate the food supply chain that may be a guideline for an energy transition from fossil fuels to renewables. Heat and electricity storage devices can account for the periodic nature of solar and wind energy sources. Solar thermal systems for water and space heating are also a viable solution for subzero temperature areas. This study presents the transition of world's energy prospect from fossil fuels to renewables and new advances in energy storage systems.

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Section: Future Of Fossil Fuelsmentioning

confidence: 99%

Role of energy storage systems in energy transition from fossil fuels to renewables

et al. 2020

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“…Most educators are unfamiliar with the term learner autonomy. This is parallel with Yasmin et al (2020) study, where they revealed that Pakistani teachers were determined to face several obstacles that could impede the development of language learning autonomy in Pakistan. Those related to socio-cultural factors include the authoritative attitude of teachers, intolerance for learner creativity and intelligence, ignorance regarding the concept of LA Pakistan, learner reliance on the teacher, and shyness in interactions with the opposite sex.…”

Section: Efl Teachers' Challenges In Fostering Language Learner Autonomymentioning

confidence: 53%

EFL Teachers' Knowledge and Challenges in Fostering Language Learner Autonomy in Indonesian Context

2024

Nusantara Science and Technology Proceedings

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The rapid advancement of technology in language teaching has led teachers to shift their teaching-learning methods in their classrooms. This change undoubtedly demands that students be more autonomous outside and inside the classroom. Thus, the present study sought the EFL teachers' knowledge on promoting language learner autonomy (LLA) in their teaching-learning. Employing a survey study, a total of 70 EFL teachers in senior high school levels across Mataram, Indonesia, were involved in this study through a given questionnaire. The data were analyzed using SPSS software version 25 to find out the questionnaire's mean, frequency, and percentage through descriptive statistics analysis. The findings depicted that EFL teachers' knowledge of fostering LLA is positive. They perceived LLA as an essential concept for English language teaching and learning. Moreover, the EFL teachers' knowledge was rated at a moderate level. Nevertheless, many EFL teachers encountered some challenges in developing LLA. The challenges were related to the learners and the teachers, such as the lack of experience in LLA and the EFL teachers' lack of strategies for promoting LLA in their classrooms. The findings suggested that EFL teachers should consistently be able to enact language learner autonomy concepts in their classrooms to support their students to become more autonomous language learners outside the school, both in the EFL and ESL classroom settings.

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“…This study aims to contribute insight into how PjBL, as a teaching and learning pedagogy, promotes hospitality students' autonomous learning in gaining work-related skills and competencies based on their beliefs around and perceptions of LA in a TVET context. The study addresses a gap in the research, which is currently dominated by literature on students' beliefs and perceptions in promoting LA in the context of the English language and English as a foreign language (EFL) (Barin & Eyerci, 2021;Bhattarai, 2021;Iamudom & Tangkiengsirisin, 2020;Jose et al, 2020;Kim & Yoon, 2021;Pham, 2021;Reswari & Kalimanzila, 2021;Yaprak, 2021;Yu, 2020;Yuliani & Lengkanawati, 2017;Zourez, 2019), or has been conducted at either the primary and secondary schooling level (Wirapatni et al, 2021;Yuliani & Lengkanawati, 2017;Zaidi et al, 2020) or the university level (Padmadewi et al, 2020;Tran, 2020;Yasmin et al, 2020). There is a dearth of research into how PjBL can promote LA, especially within TVET hospitality education, to enable students to acquire employable skills and competencies.…”

Section: Aim Of the Studymentioning

confidence: 99%

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Green,

du Plessis

2023

IJLTER

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Project-based learning (PjBL) is a teaching and learning approach that involves students actively working on real-world projects, to develop knowledge and skills. This method has been shown to be effective in promoting learner autonomy (LA) and skills development in language learning studies. There is, however, a dearth of research on the use of PjBL in hospitality education, especially in a technical and vocational education and training (TVET) environment. Using a case study research strategy, this study aimed to investigate whether PjBL could be used to promote autonomy and develop employable skills in students in hospitality education. A convergent mixed methods approach was used to develop a framework for PjBL in promoting LA in a TVET environment. The study included a closed-structured questionnaire with responses from 144 (n=144) students from two hospitality programmes, as well as a semi-structured interview with 18 student participants. The findings indicate that PjBL is an effective teaching and learning approach in hospitality education that can promote LA, lead to a deeper understanding of the subject matter, while facilitating the development of a variety of important skills and competencies. Students can apply their knowledge and skills in meaningful ways through hands-on, real-world activities, which can foster a greater sense of autonomy and responsibility for their own learning. Moreover, this study emphasises the significance of incorporating PjBL into hospitality education programmes, to prepare students for success in a rapidly changing world.

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Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives

Cited by 13 publications

References 45 publications

Role of energy storage systems in energy transition from fossil fuels to renewables

Role of energy storage systems in energy transition from fossil fuels to renewables

EFL Teachers' Knowledge and Challenges in Fostering Language Learner Autonomy in Indonesian Context

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

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