Learner Autonomy In Language Learning: Student Teachers’ Beliefs

Balçıkanlı, Cem

doi:10.14221/ajte.2010v35n1.8

Cited by 101 publications

(85 citation statements)

References 31 publications

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“…Teachers have been found to be willing to develop their practices, and they support the idea of incorporating learner autonomy in their teaching; however, they are reluctant to involve students in methodological decisions, claiming that institutional constraints made the promotion of learner autonomy less feasible (Camilleri, 2007;Chan, 2003;Balçıkanlı, 2010). Borg and Al-Busaidi's (2012) findings shed light on teachers' positive attitudes towards learner autonomy as well as their less optimistic views concerning the feasibility of promoting it in practice.…”

Section: Teachers' Beliefs About Learner Autonomymentioning

confidence: 99%

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

Szőcs¹

2017

Apples

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Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, 2006), it is essential to gain insight into their views regarding learner autonomy (Borg & Al-Busaidi, 2012). Similarly, learners’ perceptions concerning language learning influence their openness to the ideas presented in the language classroom (Cotterall, 1995). Furthermore, as mismatches between teachers’ and students’ beliefs could have a negative impact on learners’ motivation, understanding the relationship between teachers’ and students’ beliefs might lead to more successful learning. The present study explored language teachers’ and learners’ beliefs and classroom practices concerning learner autonomy in a Hungarian secondary school. Mixed methods were used: attitude-questionnaires and interviews revealed what language teachers (n=9) understood by learner autonomy and in what ways they claimed that they incorporated it in their practice. The study also looked into language learners’ beliefs (n=100) and reported autonomous behaviours. A questionnaire explored to what extent students felt responsible for their autonomy in language learning. Furthermore, classroom observations helped to gain insight into teachers’ classroom practices and language learners’ autonomous behaviours. Finally, the study revealed correspondences and mismatches between teachers’ and students’ autonomous beliefs. The findings of the study have pedagogical implications for practicing teachers and teacher educators as their awareness should be raised about the importance of learner autonomy to help them shape their learners’ learning experiences positively regarding autonomy development.

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Section: Teachers' Beliefs About Learner Autonomymentioning

confidence: 99%

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

Szőcs¹

2017

Apples

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“…Choices can be made on multiple levels ranging from what activity to do first to taking part in course design. [9,10,11] 2. Goals and needs.…”

Section: Conditions For Learner Autonomymentioning

confidence: 99%

“…One important aspect in promoting learner autonomy is to negotiate with students the processes that underlie learning, such as problem identification, so that they become aware of their own needs and can set their own goals. [9,11] 3. Support.…”

Section: Conditions For Learner Autonomymentioning

confidence: 99%

Issues of promoting learner autonomy in EFL context

Pichugova

Степура

Pravosudov

2016

SHS Web of Conferences

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Abstract. The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one's own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context.

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“…She found positive views expressed by teachers as well as in the specific aspects of autonomy they were more and less supportive of. Balçıkanlı (2010) examined the views of 112 student teachers of English in Turkey. The results suggested that the student teachers were positive about involving students in decisions about a wide range of classroom activities.…”

Section: Previous Studies On Teachers' Perceptions Of Autonomymentioning

confidence: 99%

“…Several studies have suggested that students should be considered equal partners and given an opportunity to determine the time, place and pace of the course (Little, 1991;Dam, 1995;Nunan, 1997;Benson, 2001). It will provide students with a sense of self-confidence because they are given room to decide on these issues, which will guide them to increase their sense of responsibility for the learning process (Balçıkanlı, 2010).…”

Section: Learner Autonomy -Current Situationmentioning

confidence: 99%