Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure

Ahmadianzadeh, Bijan; Seifoori, Zohreh; Tamjid, Nasrin Hadidi

doi:10.1080/17501229.2018.1501694

Cited by 12 publications

(15 citation statements)

References 29 publications

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“…However, they also believed that the teachers had significant roles to allow learners to negotiate the learning process. This is also in line with Ahmadianzeh, Seifoori, and Tamjid (2018) who revealed that the application of learner autonomy also depended on the process-oriented learning techniques.…”

Section: Tika Stated That "The Students and I As Teacher Have Shared Google Drive I Always Encourage Them (Learners) To Check The Materiasupporting

confidence: 88%

“…Second, classroom observations were analysed to unravel learner autonomybased teaching and learning practices conducted by teachers in online learning context. Classroom observation sheet was adopted from observation sheet proposed by Ahmadianzeh, Seifoori, & Tamjid (2018). Classroom observation via videoconferencing tool, Zoom, were conducted six times in which researcher acted as a complete observer.…”

Section: Data Collectionmentioning

confidence: 99%

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Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

Ningsih¹,

Yusuf²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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Autonomy of English language learners in a technology-supported learning environment has attracted much academic interest. However, learner autonomy in the Indonesian EFL setting has not commonly been considered as an important teaching and learning objective. Additionally, studies on teachers' voices of the emerging context of online learning platform over learner autonomy have not been well established. Therefore, the present study attempts to complement this line of research via a qualitative investigation of two EFL teachers. Interviews and classroom observation were used to collect the data about English teachers' voices regarding learner autonomy and learner autonomy-based practices. The finding suggests that the teachers perceived learner autonomy as the ability to learn independently and online learning helped them to promote learner autonomy. Teachers believe that learners should be able to make decisions about how they would like to learn, the activity they did, and what is involved in making decisions. With regard to learner autonomy-based teaching and learning practices, it was found that although the teachers desired to implement learner autonomy in their classroom context, and they used different strategies to promote learner autonomy. However, several factors such as learners' lack of autonomous learning experience, limited interaction, and insufficient proficiency in English became the constraints of developing learner autonomy in online learning classes. In this respect, it is important to provide learners with training to be autonomous and have a strong commitment to success in inculcating learner autonomy in an online classroom setting.

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Section: Tika Stated That "The Students and I As Teacher Have Shared Google Drive I Always Encourage Them (Learners) To Check The Materiasupporting

confidence: 88%

Section: Data Collectionmentioning

confidence: 99%

Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

Ningsih¹,

Yusuf²

2021

Proceedings of the Thirteenth Conference on Applied Linguistics (CONAPLIN 2020)

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“…The teacher's beliefs is demonstrated in his/ her teachinglearning activities. In the terms of learner autonomy practice, Ahmadianzadeh, Seifoori, &Tamjid [7] stated that it relies heavily on teachers' beliefs. Therefore, understanding the teacher's beliefs about learner autonomy is needed.…”

Section: Introductionmentioning

confidence: 99%

EFL Teachers’ Beliefs and Practices About Learner Autonomy

Nurhayati¹,

Jambari²,

Nehe³

et al. 2021

Proceedings of the 1st Paris Van Java International Seminar on Health, Economics, Social Science and Humanities (PVJ-ISHESSH 20

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This paper aims to find out the certified and non-certified teachers' beliefs and practices about learner autonomy in the EFL classroom. The findings revealed that there is not a huge differences between the certified and noncertified teachers' beliefs and practices of learner autonomy. It was also found that both the certified and non-certified teachers' understanding about learner autonomy are not salient with the literature.

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“…Therefore, EFL teachers who are in charge of their classrooms need to transfer responsibilities to their learners (Cotteral, 2000), collaborate with learners (Nunan, 1988(Nunan, , 1997, give opportunities to learners to participate in class (Nunan, 2003), encourage self-monitoring (Cresswell, 2000), and support their learners to become autonomous (Intraboonsom, Darasawang, & Reinders, 2020). It is therefore a responsibility of teachers to guide learners towards achieving this critical goal (Ahmadianzadeh, Seifoori, & Tamjid, 2018).…”

Section: Introductionmentioning

confidence: 99%

Promoting Learner Autonomy

Oussou

2020

IJLLS

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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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Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure

Cited by 12 publications

References 29 publications

Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

Analysis of Teachers’ Voices of Learner Autonomy in EFL Online Learning Context

EFL Teachers’ Beliefs and Practices About Learner Autonomy

Promoting Learner Autonomy

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