Learner Autonomy and Vocabulary Development for Female Learners of English as a Foreign Language: Teachers’ Perspectives

Almusharraf, Norah

doi:10.5296/ijl.v10i4.13402

Cited by 4 publications

(6 citation statements)

References 14 publications

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“…The findings indicated that the main challenges include low or mixed language proficiency, lack of student motivation, lack of initiative, lack of interest in the subject, pressure from a heavy curriculum, and lack of motivation to prevent teachers from enhancing student autonomy in learning. As Almusharraf (2018) mentioned in his study, the fact that learners are unmotivated, reliant on teachers, and have little English language proficiency is challenging. Moreover, the teachers expressed that the curriculum, the assessment policies, and the large and mixed size of the class bring issues when promoting learner autonomy in vocabulary learning which are grouped into challenges from the institutes.…”

Section: Discussionmentioning

confidence: 96%

“…The major difficulty for instructors in assisting learners to become independent is working with institutes and policymakers (Alibakhshi, 2015). Additionally, the fact that learners are unmotivated, reliant on teachers, and have little English language proficiency is also a difficulty (Almusharraf, 2018). Moreover, Borg and AlBusaidi (2012) also argued that teachers also felt hindered by a full curriculum in which content and assessment were centrally defined.…”

Section: Challenges In Promoting Efl Students' Autonomy In Vocabulary...mentioning

confidence: 99%

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Efl Teachers’ Strategies and Challenges in Promoting High School Students’ Autonomy in Vocabulary Learning

Linh

Yen²

2022

EJEL

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Learner autonomy is now regarded as a desirable objective in language teaching. The objective of the study was to identify ELT teachers’ strategies in promoting EFL high school students’ autonomy in vocabulary learning. Besides, this research attempts to find out the challenges that ELT high school teachers employ in promoting EFL students’ autonomy in vocabulary learning. A questionnaire and an interview were used in this study to find out the strategies adopted by the teachers in the current research as well as the challenges they face. The findings of this study revealed that English language teachers frequently promoted autonomous learners in their classrooms. They usually implemented different teaching strategies, which can be categorized into three groups involving students in a student-centered atmosphere; playing various roles in the classroom; and equipping students with the strategies to learn vocabulary. Additionally, the results demonstrated that teachers faced challenges such as learners' lack of independent learning abilities, rules and regulations implemented in schools, and teachers' lack of fundamental ways to promote autonomous learning. Finally, it is hoped that the proposed pedagogical implications will contribute to the innovation of promoting learner autonomy in vocabulary learning in the context of high school in the Mekong Delta of Vietnam. Article visualizations:<img src="/-counters-/edu_01/0558/a.php" alt="Hit counter" />

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Section: Discussionmentioning

confidence: 96%

Section: Challenges In Promoting Efl Students' Autonomy In Vocabulary...mentioning

confidence: 99%

Efl Teachers’ Strategies and Challenges in Promoting High School Students’ Autonomy in Vocabulary Learning

Linh

Yen²

2022

EJEL

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“…The results showed that low or mixed language proficiency, a lack of student initiative, a lack of interest in the subject, pressure from a demanding curriculum, and a lack of motivation are the main problems. As Almusharraf (2018) mentioned in his study, the fact that learners are unmotivated, reliant on teachers, and have little English language proficiency is challenging. Moreover, the teachers expressed that the curriculum, the assessment policies, and the large and mixed size of the class bring problems when promoting learner autonomy in vocabulary learning which are grouped into challenges from the institutes.…”

Section: Discussionmentioning

confidence: 96%

“…The major difficulty for instructors in assisting learners to become independent is working with institutes and policymakers (Alibakhshi, 2015). Another problem is that students struggle with their lack of motivation, dependence on teachers, and limited English language proficiency (Almusharraf, 2018). Furthermore, Borg and Al-Busaidi (2012) asserted that teachers felt constrained by a comprehensive curriculum in which content and evaluation were centralized.…”

Section: E Challenges In Promoting Efl Students' Autonomy In Vocabula...mentioning

confidence: 99%

EFL Teachers' Strategies and Challenges 5n Promoting High School Students’ Autonomy 5n Vocabulary Learning A Qualitative Study

Linh

Yen

2022

EJEDU

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Learner autonomy is now regarded as a desirable objective in language teaching. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to identify ELT teachers’ strategies and challenges in promoting EFL high school students’ autonomy in vocabulary learning. A qualitative interview was undertaken to seek the results. The findings of this study revealed that English language teachers frequently promoted autonomous learners in their classrooms. They usually implemented different teaching strategies, which can be categorized into three groups involving students in a student-centered atmosphere; playing various roles in the classroom; and equipping students with the strategies to learn vocabulary. Additionally, the results demonstrated that teachers faced challenges such as learners' lack of independent learning abilities, rules and regulations implemented in schools, and teachers' lack of fundamental ways to promote autonomous learning. Teachers, students, school stakeholders, and curriculum designers can all benefit from the findings. Finally, it is hoped that the proposed pedagogical implications will contribute to the innovation of promoting learner autonomy in vocabulary learning in the context of high school in the Mekong Delta of Vietnam.

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“…Research has shown that learner autonomy is the key for vocabulary development (Dogan and Mirici, 2017;Hu and Zhang, 2017;Kameli et al, 2012;Kristmanson et al, 2013;Li, 2015;Phan and Hamid, 2017;Tuan, 2011). The idea of fostering autonomy in vocabulary development for English as a foreign language (EFL) students has not been widely implemented in the field of education in the Kingdom of Saudi Arabia (KSA) (Almusharraf, 2018). It is important that students become autonomous language learners, and become therefore able to contribute to their learning development, without relying too much on the teacher's input, and to continue their learning independently outside of the classroom.…”

Section: Introductionmentioning

confidence: 99%

English as a foreign language learner autonomy in vocabulary development

Almusharraf

2018

JRIT

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Purpose-An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world's predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature. Design/methodology/approach-This is a qualitative case study that aims to explore learner autonomy in vocabulary development. Findings-The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners' levels of autonomy are highly influenced by their teachers' practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom. Research limitations/implications-This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitmentone of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson's (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson's scale was meant to be used to identify students' level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study. Practical implications-A future study could be undertaken to measure and quantitatively analyze learners' vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students' intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students' vocabulary development. Originality/value-When students learn vocabulary autonomously, they are better able to source the lingua franca's core pronunciation of a word and its spelling without...

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Learner Autonomy and Vocabulary Development for Female Learners of English as a Foreign Language: Teachers’ Perspectives

Cited by 4 publications

References 14 publications

Efl Teachers’ Strategies and Challenges in Promoting High School Students’ Autonomy in Vocabulary Learning

Efl Teachers’ Strategies and Challenges in Promoting High School Students’ Autonomy in Vocabulary Learning

EFL Teachers' Strategies and Challenges 5n Promoting High School Students’ Autonomy 5n Vocabulary Learning A Qualitative Study

English as a foreign language learner autonomy in vocabulary development

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