Practices and Prospects of Learner Autonomy: Teachers’ Perceptions

Asmari, AbdulRahman Al

doi:10.5539/elt.v6n3p1

Cited by 65 publications

(85 citation statements)

References 24 publications

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“…Namely, ELT teachers extremely appreciated the value of learner autonomy in general. This finding of current study is also consistent with the previous researches: Yumuk, 2002;Özdere, 2005;Al-Shaqsi, 2009;Balçıkanlı, 2010;Borg and Al-Busaidi, 2012;Al Asmari, 2013;Duong and Seepho, 2014;Er, 2014;Salimi and Ansari, 2015. EFL prospective teachers seem to be ready to give more responsibility to the learners in their own learning process. Teachers generally agreed on the idea that the learners take control for their own learning in certain aspects of learner autonomy, whilst in some other aspects they call for teacher's support and guidance.…”

Section: Resultssupporting

confidence: 82%

“…This finding of current research is parallel with that of Üstünlüoğlu's (2009) study. In contrast, the finding is not compatible with similar studies examining the effects of gender on learner autonomy (Al-Shaqsi, 2009;Oğuz, 2013;Al Asmari, 2013;Khezerlou, 2013;Er, 2014;Baylan, 2007). This meant that females demanded the teacher's support and they evidently reported that it is teachers' responsibility to decide course topic, quantity and type of homework given to the students.…”

Section: Item Nocontrasting

confidence: 56%

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An Investigation of Learner Autonomy in Turkish EFL Context

Çakıcı¹

2017

IJHE

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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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Section: Resultssupporting

confidence: 82%

Section: Item Nocontrasting

confidence: 56%

An Investigation of Learner Autonomy in Turkish EFL Context

Çakıcı¹

2017

IJHE

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“…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. Studies by Al Asmari (2013) and Reinders and Lazaro (2011) revealed positive attitudes towards learner autonomy, but they found that teachers lacked proper training and experience in this field and emphasised the importance of integrating the methodology for promoting learner autonomy in the curriculum of teacher training programmes.…”

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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“…In his study, (Al Asmari, 2013) investigated the perceptions and practices of university teachers in Taif university regarding learner autonomy. Although his study was done in Saudi Arabia, participants were from different Arab nationalities.…”

Section: Significance Of the Studymentioning

confidence: 99%

“…Teachers who have traditional views on their role are expected to adopt a teacher-centered approach while those who believe in the idea of student-centered learning are more expected to develop independent learners. There are some studies conducted on teachers' perspectives and beliefs with regards to language learner autonomy (Al Asmari, 2013;Borg & Al-Busaidi, 2012, Al-Busaidi & Al-Maamari, 2014Nguyen, 2014).…”

Section: Constraints On Learner Autonomymentioning

confidence: 99%

The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia

Alonazi¹

2017

ELT

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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.

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Practices and Prospects of Learner Autonomy: Teachers’ Perceptions

Abstract: Language learning process works through the learners' own reflection on how

Cited by 65 publications

References 24 publications

An Investigation of Learner Autonomy in Turkish EFL Context

An Investigation of Learner Autonomy in Turkish EFL Context

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

The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia

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