Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning

Joshi, Khem Raj

doi:10.3126/nelta.v16i1-2.6126

Cited by 41 publications

(65 citation statements)

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“…Concerning the last research objective to explore the similarities and differences between teachers' beliefs and learners' beliefs, a few mismatches between the teachers' and the students' beliefs have emerged. The overall findings were similar to Joshi (2011), who also found that both learner perceptions and teacher beliefs were inclined towards autonomy. The general ideas tend to support a learner-centered approach and communicative methods promoting autonomous learning, as reflected in their beliefs in various areas, namely the role of good language learners, teachers, student-peers, parents and communities, students' opportunities to choose what to learn, classroom arrangements, and learning activities outside the classroom.…”

Section: Discussionsupporting

confidence: 76%

10.17576/3L-2016-2203-10

Tayjasanant

Suraratdecha

2016

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Section: Discussionsupporting

confidence: 76%

10.17576/3L-2016-2203-10

Tayjasanant

Suraratdecha

2016

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“…For instance, a study shows that the students' responses to learner autonomy are positive (Tally, 2014). In another study conducted by Joshi (2011), more than 80% learners are found to be aware of the goals and the process of learning English. A reason for this is probably because Language Institute has adjusted the curriculum to be student-centered in all courses and has provided more activities that promote students' learning autonomy for quite a period of time.…”

Section: Discussionmentioning

confidence: 99%

An Investigation of Undergraduate Students’ Beliefs about Autonomous Language Learning

Orawiwatnakul¹,

Wichadee²

2017

INT J INSTRUCTION

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The concept of learner autonomy is now playing an important role in the language learning field. An emphasis is put on the new form of learning which enables learners to direct their own learning. This study aimed to examine how undergraduate students believed about autonomous language learning in a university setting and to find out whether some factors were related to their beliefs. A 5-point Likert scale questionnaire was employed to gather data from the firstyear students taking a fundamental English course in a private university. The findings revealed that on average, students had a high level of beliefs about autonomous language learning while language learning behaviors outside the class were at a moderate level. The relationships were found between beliefs of autonomous language learning and all factors comprising English proficiency, gender, attitudes towards studying English, and language learning behaviors outside the class. The findings highlight the need for increasing learning environments where responsibilities are shared between teachers and students.

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“…Their study revealed that teachers believed that the most salient factors that hindered the development of learner autonomy were learner attributes and institutional factors. Along with Bullock (2010), Joshi (2011) and Yoshiyuki (2011) found that teachers had diverging views about the extent to which their learners were autonomous. Reinders and Lazaro (2011) revealed that teachers felt that students did not understand the importance of autonomy, they lacked the skills and were reluctant to learn independently.…”

Section: Teachers' Beliefs About Learner Autonomymentioning

confidence: 99%

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

Szőcs¹

2017

Apples

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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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Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning

Cited by 41 publications

References 10 publications

10.17576/3L-2016-2203-10

10.17576/3L-2016-2203-10

An Investigation of Undergraduate Students’ Beliefs about Autonomous Language Learning

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

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