EFL Teachers’ Perceptions of Learner Autonomy and Their Classroom Practices: A Case Study

Abstract

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.

An Investigation of EFL Teachers’ Beliefs and Practices of Learner Autonomy

“…Thus, the majority of the teachers believe that autonomy can be developed outside the classroom through the activities undertaken by learners on their own and that these activities are effective ways of promoting learner autonomy. This finding is in line with previous studies such as Borg and Al-Busaidi(2012), Duong (2014) and Salimi and Ansari (2015).…”

“…So they can manage and evaluate their own learning in the learning process. This is consistent with Duong (2014) and Najmeh et al (2015).…”

“…However, they were least feasible in assessment, objectives of a course and material used. Duong (2014) and Salimi and Ansari (2015) supported such a finding.…”

“…Additionally, he found that there was a great tendency for autonomous learning among teachers, and they thought that the autonomous learner has an active and positive role in the learning process. Duong (2014) examined EFL teachers' perceptions of learner autonomy and their practices in classrooms. The results showed that teachers defined learner autonomy as students' freedom to choose how and what they learn and students' monitoring their own learning process, and while the teachers supported their role in the learning process, it was quite difficult for them to apply it in the classroom.…”

Exploring EFL Teachers’ and Students’ Perceptions of Learner Autonomy in Egyptian Technical Schools

“…Findings highlighted the strategies and skills that teachers believed to be useful in improving individual learning. Al Asmari (2013) and Duong (2014) explored EFL teachers" understanding and practices of learner autonomy. It was concluded that teachers believed that learners should have freedom to make decisions and be active in their EFL learning.…”