Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy

Melvina, Melvina; Suherdi, Didi

doi:10.2991/icollite-18.2019.53

Cited by 17 publications

(23 citation statements)

References 11 publications

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“…A large number of studies report that learner autonomy is essential to be promoted in the EFL classroom (Cheng, 2019;Lengkanawati, 2016;Melvina & Suherdi, 2019;Nguyen, 2011). For instance, showing students how to be autonomous learners will set them up successfully for life.…”

Section: Teacher's Role In Language Learning and Promoting Learner Autonomymentioning

confidence: 99%

The Use of Technology to Promote Learner Autonomy in Teaching English

Melvina¹,

Lengkanawati²,

Wirza³

2021

Advances in Social Science, Education and Humanities Research

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This study aimed at investigating EFL teachers' perceptions of the use of technology to promote learner autonomy in teaching English. A focus group research was used as its design with qualitative analysis for data interpretation. The participants of the study were five English teachers who teach English as a foreign language in Indonesia. The data were collected from an online discussion forum and analysed through data reduction, data display for categorization, and conclusion. The study reveals that EFL teachers had positive perceptions of the use of technology in promoting learner autonomy in teaching English. Dealing with the use of technology in the teaching language classroom, the majority of teachers have already used technology such as the Internet, and some applications (Quizlet, Grammarly, English Central, Padlet, Mentimenter) with the potential for promoting learner autonomy. Moreover, the interviewed teachers reported that using technology in teaching and learning English in the classroom is not without constraints. The main problem is the limited internet connection. These results indicate that EFL teachers understand and are aware of technology to promote learning autonomy in teaching English.

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Section: Teacher's Role In Language Learning and Promoting Learner Autonomymentioning

confidence: 99%

The Use of Technology to Promote Learner Autonomy in Teaching English

Melvina¹,

Lengkanawati²,

Wirza³

2021

Advances in Social Science, Education and Humanities Research

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“…Borg and Al-Busaidi's (2012) questionnaire is seen as a robust instrument to explore teachers' belief regarding language learner autonomy. It had been used in some previous studies (e.g Lengkanawati, 2017;Melvina & Suherdi, 2019;Wichayathian & Reinders, 2018). In this study, EFL teachers' beliefs were gained through a questionnaire covering four perspectives namely technical perspectives, psychological perspectives, political perspectives, and sociocultural perspectives.…”

Section: Methodsmentioning

confidence: 99%

“…One prominent research regarding teachers' beliefs of learner autonomy had been carried out by Borg and Al-Busaidi (2012) which has given important contribution to the field particularly for English Language Teaching. Their questionnaire has been used by many researchers and is recognized as grounded and robust (Lengkanawati, 2017;Melvina & Suherdi, 2019;Wichayathian & Reinders, 2018). Henceforth, with regards to this present study, the researcher decided to use instrument designed by Borg and Al-Busaidi (2012) to obtain the data.…”

Section: Introductionmentioning

confidence: 99%

Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy

Wirapatni

Nitiasih

Artini

2021

JERE

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Since Indonesian education paradigm shifted from teaching to learning, the development of learner autonomy is more emphasized on the learner-centeredness. Henceforth, it is important to conduct a study of teachers’ beliefs regarding learner autonomy as it is widely known that teachers are recognized as an active agent to inculcate autonomy among learners. This study aims to explore EFL teachers’ beliefs regarding the idea of learner autonomy and its development within senior high school settings. This study was a mixed method study that employed a questionnaire and interview as instruments to obtain the data. The participants of this study were 18 senior high school EFL teachers. The result of the study shows that teachers hold very positive beliefs toward learner autonomy. Most of the teachers believe their learners are less autonomous in learning. Learners tend to be passive and less independent of teacher. Teachers assert that they are already promoting learner autonomy within their teaching. Some efforts have been done by EFL teachers to promote autonomy among learners such as giving freedom for learners to express themselves in learning, giving learners opportunities to solve their problems as well as motivating the learners to learn English. The constraints that teachers encounter basically derived from two factors: intrinsically from the learners’ low motivation to learn and extrinsically from the school facilities that are less adequate to support the development of learner autonomy.

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“…One research found was conducted by Myartawan et al (2013) who explored the relationship between learner autonomy and English proficiency of the first semester students in a university in Bali, Indonesia. Other studies focus more on teacher's belief and practice towards learner autonomy (Agustina, 2017;Lengkanawati, 2016;Melvina & Suherdi, 2019), teachers' and students' perception toward learner autonomy (Khotimah et al, 2019;Ramadhiyah & Lengkanawati, 2019), students' readiness for learner autonomy (Cirocki et al, 2019), and strategies to foster learner autonomy (Yuliani & Lengkanawati, 2017).…”

Section: Learner Autonomy and Language Proficiencymentioning

confidence: 99%

Learner autonomy and English proficiency of Indonesian undergraduate students

Melvina

Julia

2021

CJES

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This research aims at investigating the relationship between learner autonomy including technical, psychological, political, and sociocultural and language proficiency of Indonesian university EFL learners. Forty second-year undergraduate students majoring in English in a public university in Indonesia participated in this research. The data were collected through a learner autonomy questionnaire and English language skills scores. The outcome of the research showed that the variables in this research model had a very good relationship. In addition, the results of hypothesis testing indicated that the technical, psychological, and political variables had a positive and significant effect on English proficiency, while the sociocultural variable did not show either a positive or a significant influence on English proficiency. The finding suggested that both teachers and students should be aware of the important roles of learner autonomy to improve English proficiency. In addition, it mandatory to equip students with learner training to become learners that were more autonomous. Keywords: Autonomous learner, English proficiency, learner autonomy, learner training, undergraduate students, SEM-PLS.

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Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy

Cited by 17 publications

References 11 publications

The Use of Technology to Promote Learner Autonomy in Teaching English

The Use of Technology to Promote Learner Autonomy in Teaching English

Exploring Senior High School EFL Teachers’ Beliefs Regarding Learner Autonomy

Learner autonomy and English proficiency of Indonesian undergraduate students

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