International Journal of Education and Management Engineering(IJEME)
ISSN: 2305-3623 (Print), ISSN: 2305-8463 (Online)
Published By: MECS Press
IJEME Vol.4, No.2, Aug. 2014
EFL Teachers’ Perceptions of Learner Autonomy and Their Classroom Practices: A Case Study
Full Text (PDF, 330KB), PP.9-17
It is considered that learner autonomy places a great emphasis on learners’ role as independent learners who are able to take control over their learning. That is not to say, teachers become redundant in a classroom. In contrast, the key role of the teacher is to create and maintain learning community. Accordingly, this study attempted to investigate EFL teachers’ perceptions of the promotion of learner autonomy and their teaching practices in a Thai context. It was quantitative-focused research, so data were obtained via a closed-ended questionnaire. The participants consisted of thirty EFL teachers who were teaching English at a Thai university. For data analysis, descriptive statistics and Wilcoxon signed ranks test were employed. The results showed that the participants could perceive the concept of learner autonomy and roles of teachers in autonomous language learning, yet most of them found it difficult to apply their knowledge about learner autonomy in this context. It is hoped that these preliminary findings partly contribute to literature regarding the promotion of learner autonomy in an EFL context.
Cite This Paper
Tham My Duong,"EFL Teachers’ Perceptions of Learner Autonomy and Their Classroom Practices: A Case Study", IJEME, vol.4, no.2, pp.9-17, 2014.DOI: 10.5815/ijeme.2014.02.02
Al Asmari A. Practices and prospects of learner autonomy: Teachers’ Perceptions. English Language Teaching 2013; 6(3):1 10.
Aoki N, Smith RC. Learner autonomy in cultural context: The case of Japan. In Cotterall S, Crabbe D, editors. Learner autonomy in language learning: Defining the field and effecting change, Frankfurt am Main: Peter Lang GmbH; 1999: 19-27.
Bakar NA. Technology and learner autonomy: Teachers’ and students’ perceptions towards learner autonomy in a computer- based learning environment in a Malaysian context. Proceedings of the independent learning association 2007 Japan conference: Exploring theory, enhancing practice: Autonomy across the disciplines, Chiba: Kanda University of International Studies, 2007.
Balçıkanlı C. Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education 2010; 35(1): 90-103.
Benson P. Teaching and researching autonomy in language learning. England: Longman; 2001.
Borg S, Al-Busaidi S. Learner autonomy: English language teachers’ beliefs and practices. Retrieved from http://englishagenda.britishcouncil.org; 2012.
Little D. Learner autonomy is more than a western cultural construct. In Cotterall S, Crabbe D, editors. Learner autonomy in language learning: Defining the field and effecting change, Frankfurt am Main: Peter Lang GmbH; 1999, pp. 11-18.
Little D. Learner autonomy and the challenge of tandem language learning via the internet. In Chambers A, Davis G, editors. ICT and language learning: A European perspective, Amsterdam: Swets & Zeitlinger Publishers; 2001, pp. 29-38.
Nunan D. Design and Adapting Materials to Encourage Learner Autonomy. In Benson P, Voller P, editors. Autonomy & independence in language learning, New York: Longman; 1997, pp. 192-203.
Oxford RL. Toward a more systematic model of L2 learner autonomy. In Palfreyman D, Smith RC, editors. Learner autonomy across cultures: Language education perspectives, New York: Palgrave Macmillan; 2003: 75-91.
Scharle Á, Szabó A. Learner autonomy: A guide to developing learner responsibility. Cambridge: CUP; 2000.
Wenden A. Learner strategies for learner autonomy: Planning and implementing learner training for language learners. New York: Prentice Hall; 1991.
Yıldırım Ö. A Study on a group of Indian English as a second language learners’ perceptions of autonomous learning. Turkish Online Journal of Qualitative Inquiry 2012; 3(2): 18-29.