On the Feasibility and Desirability of Learner Autonomy from Iranian EFL Teachers’ Perspectives

Abstract

Learner autonomy has been a controversial issue among teachers in general and teachers of English as a foreign language (EFL) in particular. However, it seems that private institutes and state high school EFL teachers' beliefs about feasibility and desirability of learner autonomy (LA) have not been compared. This study aimed at investigating the feasibility and desirability of learner autonomy from English language teachers' perspectives. In doing so, the learner autonomy instrument consisting of feasibility and desirability sections was administered to 120 EFL teachers (sixty high school teachers and sixty language institute teachers). The participants were selected through convenience sampling. The data of the study were analyzed through descriptive and inferential statistics (one-sample t-test and Wilcoxon test). The results showed that both private institutes and state high schools EFL teachers have positive perceptions about learner autonomy. However, they do not have the same beliefs about feasibility and desirability of learner autonomy.

Harnessing AI Chatbots for EFL Essay Writing: A Paradigm Shift in Language Pedagogy

“…The ethical implications of using AI chatbots to guide and support learners' writing processes, particularly concerning personalised feedback and intervention, require careful consideration. Furthermore, the practicality and attractiveness of learner independence have been investigated from the viewpoints of EFL educators, illuminating the intricacies and difficulties involved in fostering learner autonomy within EFL teaching (Alibakhshi et al, 2015).…”