The roles of EFL Teachers in Promoting Learner Autonomy

Abstract

This study is a descriptive-qualitative study which aimed to describe the roles of EFL teachers in promoting learner autonomy. Four EFL teachers in seventh grade junior high schools were selected as the subject of this study. The data were collected through questionnaire and observation techniques. In collecting the data, two kinds of instruments were used, namely, questionnaire and observation sheet. The result of this study revealed that in promoting learner autonomy, the teachers perform the roles as facilitator, counsellor, resource and manager/organizer. Considering the result of the study, the teacher should involve their students in the decision making process of learning activity, not only in selecting the technique or approach, but also in all aspects of learning process such as selecting objectives of the course, managing classroom and selecting the materials. Schools also need to support their teachers in developing innovative strategy especially in promoting learner autonomy. The schools should offer teachers with professional development programs on learner autonomy such as following workshops. For further researchers, considering the challenges met by the EFL faced by the EFL teachers in promoting learner autonomy is needed.

Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices

“…However, autonomous learning does not imply learning in total independence without teachers' assistance. Teachers are mainly needed as resources, and in this English online learning context, they are most needed as facilitators (Wiraningsih & Dewi, 2020). They make a plan to be implemented with the students and scaffold the teaching and learning process.…”

“…In the Indonesian EFL setting, however, studies concerning learner autonomy are limited to those carried out synchronously in conventional or offline classes and to those viewed from the teachers' perspectives (Darsih, 2018;Lengkanawati, 2017;Sholihah et al, 2019;Wiraningsih & Dewi, 2020;Yuzulia, 2020). Lengkanawati (2017) investigated EFL teachers' perceptions regarding LA and their responses to training held to stimulate the implementation of LA in their classes.…”

“…Studies on LA in Indonesian EFL settings have also been conducted in school contexts, but still, they focused on LA implementation in traditional or offline classes and were analyzed from the teachers' viewpoint (Wiraningsih & Dewi, 2020;Yuzulia, 2020). Their studies revealed that teachers believed that students had active roles in managing their own learning in autonomous learning.…”

Effects of project-based English instruction on learner autonomy of lower secondary school students

“…The important roles of the teachers in enhance learner autonomy consist of facilitator, counsellor, resource provider and manager (Alonazi, 2017;Wiraningsih & Dewi, 2020), as well as organizer (Wiraningsih & Dewi, 2020).…”

“…Autonomous learners are described as learners who takes responsibility for their own learning, starting from determining the learning objectives, defining the content, selecting the learning methods and materials, monitoring the learning process, and evaluating what has been learned (Holec, 1981). The learners change their roles from being teacher-dependence to self-dependence (Dickinson, 1987;Wiraningsih & Dewi, 2020) while teachers shift to be a facilitator, a counselor, a resource person, or a learning manager (Alonazi, 2017;Benson, 2011;Voller, 1997;Wiraningsih & Dewi, 2020). The teachers only need to ensure that the learners can plan, carry out their learning, and assess the learning by themselves.…”