2016
DOI: 10.5746/leia/la_asia
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Language learner autonomy: Teachers’ beliefs and practices in Asian contexts

Abstract: Before taking up his present post in New Zealand in 1995, he worked in England, Europe, and the Middle East as a teacher, teacher educator, manager, and advisor to ministries of education. He has recently accepted visiting professorships in Japan, Korea, and Vietnam, where he has taught undergraduate and postgraduate courses and undertaken joint research projects. His most recent books are Language teacher cognition and practice: International case studies, which he co-edited with Anne Burns, and Codeswitching… Show more

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citations
Cited by 9 publications
(4 citation statements)
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References 68 publications
(91 reference statements)
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“…The minority -16 teachers accounting for 4.2% expressed that they had different ideas besides the 5mentioned factors. The results of the factors could be found similarities in other researches [1], [4], [5], [7]. When investigating the difference in gender about the beliefs on LA, the results revealed that there was no disparity of the teachers towards the 10-perspectives of LA.…”
Section: Consideringsupporting
confidence: 61%
See 1 more Smart Citation
“…The minority -16 teachers accounting for 4.2% expressed that they had different ideas besides the 5mentioned factors. The results of the factors could be found similarities in other researches [1], [4], [5], [7]. When investigating the difference in gender about the beliefs on LA, the results revealed that there was no disparity of the teachers towards the 10-perspectives of LA.…”
Section: Consideringsupporting
confidence: 61%
“…Surprisingly, teachers believed that promoting autonomy was easier with beginning language learners than with more proficient learners (M = 3.40; SD = .588). The aforementioned ideas acknowledge the higher proficient language learners are not influenced by LA, the beginners are, somehow, affected the teachers in promoting LA [5], [7], [16].…”
Section: Resultsmentioning
confidence: 99%
“…The international practice provides numerous examples of the implementation of autonomous learning based on multimedia mobile and online platforms and technologies and a system of smart classrooms [3,18]. Several researchers have investigated English language teachers' perceptions of learner autonomy in terms of concept and practice in the higher education sector [19]. Scholars from the National Institute of Technology in Japan have thoroughly investigated autonomous learning and proposed an Advanced-Active Autonomous Learning System based on information and communication technology [20].…”
Section: Literature Reviewmentioning
confidence: 99%
“…Learner autonomy could be defined as the learner's control over their learning process, such as the learning objectives, materials, strategies, and assessment (Benson, 2016). This motivational cluster is rated as the least important and least frequently practiced in the EL classes, which could be associated with the conservative Asian cultural tradition that teachers know better.…”
Section: Promote Learner Autonomymentioning
confidence: 99%