Iranian EFL teachers’ practices and learner autonomy: Do gender, educational degree, and experience matter?

Nasri, Najmeh; Dastjerdy, Hossein Vahid; Rasekh, Abbass Eslami; Amirian, Zahra

doi:10.1080/17501229.2015.1078337

Cited by 12 publications

(9 citation statements)

References 12 publications

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“…Dexterous teachers are expected to reinforce their learners in making use of the sources and materials independently [7]. Accepting autonomy as a context-specific notion, Nasri et al [46] suggest that even in the context of Iran where the syllabus and tests are mainly predetermined, autonomy-promoting strategies still provide the instructors and the learners with an opportunity for negotiating the "how" of learning. To be more precise, their research, unlike this present study, was administered in the rigidly controlled contexts of Iranian high schools.…”

Section: Discussionmentioning

confidence: 99%

Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

Tajmirriahi

Rezvani

2021

Education Research International

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Embracing a learner-based approach in line with a psychological perspective, the present study investigates learner autonomy (LA) in L2 writing with a focus on the role of academic self-concept (ASC) and academic achievement of Iranian English-as-a-Foreign-Language (EFL) university students. The research entailed three interrelated phases: In phase one, the readiness of 69 EFL students in three intact English essay writing classes was measured in terms of certain factors of autonomy in writing. Besides, their ASC was surveyed and the participants were asked to report their overall grade point average (GPA) as an index of their academic achievement. In phase two, a focus group interview was administered. Three emergent themes were derived from their comments, namely, insignificant position of writing, insufficient strategy use, and instructors’ unconvincing support for autonomy in writing. The last phase of the study was assigning the findings of phase one to several regression and correlation analyses to investigate the triangular potential relationships of LA in writing, ASC, and academic achievement. The results of the study indicated that, compared with skills and strategy use, EFL university students were most autonomous in their attitudes towards writing, while they did not show a desirable level of ASC. Moreover, ASC and LA in writing proved to have a relatively significant relationship; nonetheless, academic achievement turned out insignificant in relation to them, proving no triangular correlation among the given variables. Implications for EFL teachers and materials developers focused on writing skill will be provided.

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Section: Discussionmentioning

confidence: 99%

Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

Tajmirriahi

Rezvani

2021

Education Research International

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“…Teachers can effectively make learners aware of the fact it is not just the teacher who should take the responsibility for whatever goes on in the classroom (Burkert, 2011). Even in traditional systems of education, where there are various types of constraints, which may impede the implementation of autonomy-supportive strategies, there is still room for flexibility and autonomy (Nasri, Vahid Dastjerdy, Eslami Rasekh, & Amirian, 2015). Teachers should be aware that autonomous learning is a learnable skill in the same sense that other academic skills are.…”

Section: Discussionmentioning

confidence: 99%

Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

Jafari

Ketabi

Tavakoli

2017

ITL

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This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

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“…Toprak dan Summak (2014) juga mendapati pengalaman guru tidak menunjukkan perbezaan yang signifikan bagi pemboleh ubah penglibatan dalam perubahan dan komitmen untuk berubah dalam kalangan guru. Seterusnya, Nasri et al (2017) mendapati tiada perbezaan yang signifikan antara kumpulan kurang berpengalaman dan berpengalaman dalam prestasi guru.…”

Section: Sikap Guru Terhadap Perubahan Dalam Pendidikan Abad Ke-21unclassified

Pengaruh Iklim Organisasi Ke Atas Sikap Guru Terhadap Perubahan Dalam Pendidikan Abad Ke-21

Duman

Taat

Abdullah

2021

MJSSH

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Kajian ini dilakukan bertujuan untuk mengenal pasti pengaruh iklim organisasi ke atas sikap guru terhadap perubahan dalam pendidikan abad ke-21 dalam kalangan guru sekolah menengah di negeri Sabah, Malaysia. Kajian bukan eksperimental ini menggunakan kaedah tinjauan dan beberapa teknik pensampelan kebarangkalian telah digabungkan untuk mendapatkan sampel. Data dikumpulkan menggunakan satu set borang soal selidik adaptasi yang ditadbir ke atas 440 orang guru. Analisis deskriptif menunjukkan iklim organisasi dan sikap guru terhadap perubahan dalam pendidikan abad ke-21 diamalkan pada tahap tinggi. Keputusan ujian ANOVA sehala menunjukkan terdapat perbezaan yang signifikan iklim organisasi dan sikap guru terhadap perubahan dalam pendidikan abad ke-21 berdasarkan pengalaman mengajar. Sementara itu, analisis regresi berganda pula menunjukkan terdapat pengaruh yang signifikan iklim organisasi ke atas sikap guru terhadap perubahan dalam pendidikan abad ke-21. Dapatan menunjukkan sumbangan keseluruhan yang diramal oleh iklim organisasi ke atas sikap guru terhadap perubahan dalam pendidikan abad ke-21 adalah sebanyak 32.9 peratus. Implikasi dan cadangan kajian lanjut turut dibincangkan.

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Iranian EFL teachers’ practices and learner autonomy: Do gender, educational degree, and experience matter?

Cited by 12 publications

References 12 publications

Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

Learner Autonomy in L2 Writing: The Role of Academic Self-Concept and Academic Achievement

Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

Pengaruh Iklim Organisasi Ke Atas Sikap Guru Terhadap Perubahan Dalam Pendidikan Abad Ke-21

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