Teachers' beliefs and practices regarding learner autonomy

Borg, Simon; Al-Busaidi, Saleh

doi:10.1093/elt/ccr065

Cited by 133 publications

(205 citation statements)

References 4 publications

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“…Teachers who have traditional views on their role are expected to adopt a teacher-centered approach while those who believe in the idea of student-centered learning are more expected to develop independent learners. There are some studies conducted on teachers' perspectives and beliefs with regards to language learner autonomy (Al Asmari, 2013;Borg & Al-Busaidi, 2012, Al-Busaidi & Al-Maamari, 2014Nguyen, 2014).…”

Section: Constraints On Learner Autonomymentioning

confidence: 99%

The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia

Alonazi¹

2017

ELT

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Today, learner autonomy is considered as a desirable goal in language education. 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 investigate the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school, with emphasis on the important roles of the facilitator, counselor, resource and manager. A survey questionnaire was used in this study to elicit the responses of 60 EFL teachers in Riyadh during the academic year 2015-2016. The findings of this study revealed that English language teachers often encouraged autonomous learners in their classrooms. They usually implemented different teaching strategies, which demonstrated the four roles: facilitator, counselor, resource and manager. Moreover, the findings showed that teachers were hindered by some difficulties including learners' lack of independent learning skills, rules and regulations applied in schools, and teachers' lack of basic strategies to encourage autonomous learning. Furthermore, the teachers believed that approaches such as teachers' continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers' independence, and offering teachers with professional development programs on learner autonomy can be helpful in developing both learner and teacher autonomy.

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Section: Constraints On Learner Autonomymentioning

confidence: 99%

The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia

Alonazi¹

2017

ELT

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“…The present study findings show that there are some learners who are intrinsically motivated, but they are in a minority. Borg and Al-Busaidi (2012) suggest that there is a connection between learners' proficiency in English and their ability to develop as autonomous learners; however, promoting autonomy is easier with beginning language learners than with more proficient learners. For this reason, students' interests need to be utilized and the subject has to be appropriate for their abilities.…”

Section: Teaching Strategiesmentioning

confidence: 99%

Practices and Prospects of Learner Autonomy: Teachers’ Perceptions

Asmari¹

2013

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“…Joshi (2011) examined both learner perceptions and teachers beliefs about autonomy in language learning and found a positive orientation towards the approach in both. Borg and Al-Busaidi (2012) revealed that EFL teachers from various countries at a university's language center in Oman had positive beliefs and understood the concept of learning autonomy; nonetheless, there was a gap between their beliefs and practice due to factors related to learners, institutions, and teachers.…”

Section: Literature Reviewmentioning

confidence: 99%