Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills

Reinders, Hayo

doi:10.14221/ajte.2010v35n5.4

Cited by 116 publications

(144 citation statements)

References 27 publications

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“…In addition to encouraging the learners to have real opportunities in their individual programs, teachers need to reevaluate their interpersonal relations with them, specifically in relation to how they examine and respond to learners' different behaviors, how they communicate and model to them, and how they use effective language and actions. Reinders (2010) suggests a learner-centered classroom practice which is practical easy to implement in language classrooms to better accommodate learners' autonomy development. Teachers can attempt these stages and future research is motivated to examine the role of this practice in the development of learners' autonomy in Iranian classrooms.…”

Section: Discussionmentioning

confidence: 99%

“…Stages in the development of learner autonomy (adopted from Reinders, 2010) This movement towards an internalization of autonomy for learning calls for a modification of the theory and practice of the current education system in Iran. Such modifications should entail a new approach to the structure of the schools and curriculum, involving a re-examination of the roles and responsibilities of the teacher and a reconsideration of the sole authority of schools and teachers in the identification of what youngsters need to know and how they might come to know it.…”

Section: Assessment and Revisionmentioning

confidence: 99%

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Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education

Valizadeh¹

2016

ELT

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The present study aimed to clarify EFL learners' conceptions of autonomy and whether their autonomy was correlated with their emotional intelligence. The research was carried out with the participation of 110 learners at Distance Education University in Urmia, Iran. Questionnaires were emailed to the participants. Results of statistical analyses revealed substantial correlations between learners' conceptions of autonomy and their emotional intelligence.

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Section: Discussionmentioning

confidence: 99%

Section: Assessment and Revisionmentioning

confidence: 99%

Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education

Valizadeh¹

2016

ELT

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“…Compared with the other orientations, the political orientation of learner autonomy obtained the lowest mean score (M = 3.63), which indicates the lack of the teachers' awareness of a very important aspect of learner autonomy (i.e., learners' independence, power, and control over learning). The low importance that teachers attached to the political element of learner autonomy opposes the view that learner autonomy mostly concerns individual freedom of choice and control, especially in educational contexts (e.g., Dam, 1995;Littlewood, 1996;Reinders, 2010). However, this finding also reflects these teachers' actual practices, in which most of the control over the learning-teaching process is in the hands of teachers rather than learners.…”

Section: Teachers' Interpretations Of Learner Autonomymentioning

confidence: 98%

Saudi EFL Teachers’ Perspectives on Learner Autonomy

Alrabai

2017

IJL

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This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers' beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners' autonomy. Descriptive statistics (i.e., frequency counts and percentages) were calculated to determine the study findings. These findings revealed that the teachers in this study conceptualized the construct of learner autonomy according to four main orientations: technical, psychological, social, and political; the teachers' notions of learner autonomy were most strongly associated with the psychological orientation. These teachers also emphasized that they were responsible for their students' learning, and they perceived their students as passive, dependent and lacking initiative. They further identified several factors related to the learner, the institution, and the teacher as barriers that challenge them in their facilitation of learner autonomy, with some Saudi learner-related factors being the teachers' main challenges in this regard.

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“…It is not realistic to expect students to take responsibility for their learning from one day, or even month. Autonomy develops gradually and seems to be not only about the development of a set of skills, but is rather about developing a certain "mind set" [19] that sees learning as an active process of discovery.…”

Section: Conditions For Learner Autonomymentioning

confidence: 99%

Issues of promoting learner autonomy in EFL context

Pichugova

Степура

Pravosudov

2016

SHS Web of Conferences

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Abstract. The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one's own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context.

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Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills

Cited by 116 publications

References 27 publications

Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education

Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education

Saudi EFL Teachers’ Perspectives on Learner Autonomy

Issues of promoting learner autonomy in EFL context

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