Teachers’ Challenges in Promoting Learner Autonomy

Marzuki, Marzuki; Indrawati, Inda; H, Ismail Yunus

doi:10.36841/pioneer.v15i1.2853

Cited by 4 publications

(1 citation statement)

References 31 publications

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“…LA involves providing students with opportunities for self-reflection, encouraging them to set their own learning goals, and creating an environment that fosters independent thinking and selfmotivation. Teachers being role models is greatly important to developing learners because this capacity is formed and nurtured mainly through educational activities guided by teachers (Aoki, 2002;Dam, 2003;Little et al, 2017;Lin & Reinders, 2019;Marzuki & Indrawati, 2023;Raya & Vieira, 2020). This means that teachers who lack autonomy in their teaching may not successfully help students become autonomous, and that teacher autonomy is a prerequisite for LA.…”

Section: Literature Reviewmentioning

confidence: 99%

Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam

Phan,

Nguyen,

et al. 2024

IJLTER

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This paper discusses learner autonomy (LA), which has recently been adopted as an important educational goal in the new competence-based curriculum for general education in Vietnam. Despite numerous studies on the initiatives to foster LA in various contexts, more research is needed to substantiate the literature on how pre-service teachers interpret and practice LA so that they could better reach the educational goal of fostering student autonomy in school settings. Drawing on data from surveys and interviews with pre-service teachers from Years 1 to 4 across seven disciplines of teacher education programs, the findings of our case study indicate that teacher education programs in Vietnam may prepare pre-service teachers to enact their autonomy in learning to some extent. Nevertheless, such programs need to provide to-be teachers with opportunities to actually control their learning in university settings so that they might better assist school students to develop their own independent learning and self-study. This paper thus concludes by raising two points concerning pedagogical obligation that pre-service teachers and teacher trainers should be aware of: first, that student autonomy relies substantially on teachers being supportive and flexible in devising learning activities; and second, that teacher education programs should equip pre-service teachers with sufficient knowledge, skills and resources to develop their own autonomy to enable their future students’ independence.

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Section: Literature Reviewmentioning

confidence: 99%

Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam

Phan,

Nguyen,

et al. 2024

IJLTER

View full text Add to dashboard Cite

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Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

Ajmal,

Ahmed,

Ahmed

2024

VFAST Trans. educ. soc. sci

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The present study investigates the development of learner autonomy and technology-enhanced language learning (TELL) practices in English classrooms at Shaikh Ayaz University Shikarpur (SAUS) highlighting both self-regulated learning strategies/behaviors. Learner autonomy is a key concept in contemporary language teaching, as it requires our learners to be responsible for their learning. However, in Pakistan teacher centered and traditional approaches are generally dominant that hinder students to become an efficient controller of their own learning. Taking SAUS as a case study, this research seeks to investigate how SRL strategies that are supported by digital tools can foster learner-autonomy in an elite academic institution of Pakistan. In particular, this study looks at the impact of digital platforms and mobile applications on online learning. Study design involves gathering data through classroom observations, student and teacher interviews, surveys. The research highlights the major challenges and opportunities for promoting learner autonomy in university, suggesting that these strategies could be applied to similar processes of change at other institutions around Pakistan. The results reveal that the role of technology is quite supportive in SRL but without institutional support, teacher training and student motivation, self-directed learning may not highly function within ELT context.

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Innovative solutions for language growth: the impact of problem-based learning via DingTalk on Chinese undergraduates’ business vocabulary amid COVID-19

Sun,

Dong,

Zhang

2023

Front. Psychol.

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Amidst the COVID-19, which has necessitated the widespread use of distant learning, there has been a notable increase in the recognition and utilization of inventive pedagogical methods and technological tools in the field of language teaching. The primary objective of this research is to assess the effects of DingTalk-based PBL on the business vocabulary growth of Chinese undergraduates during the pandemic, with a particular focus on remote learning environments. This mixed-methods research employed a sample of 58 participants. The study involved both quantitative vocabulary assessments and qualitative interviews. The quantitative assessments aimed to measure the impact on vocabulary scores, while qualitative interviews were conducted to gather insights into participants’ experiences and perceptions regarding DingTalk-based PBL. The quantitative assessment revealed a significant improvement in business vocabulary scores among the participants who underwent DingTalk-based PBL. This result indicates the platform’s potential to enhance language acquisition. The qualitative interviews provided further insights, with participants expressing positive attitudes toward DingTalk-based PBL. They emphasized its capacity to sustain engagement, foster collaboration, and bridge the gap between remote learning and effective language acquisition. These findings underscore the transformative potential of DingTalk-based PBL in language education, especially in the context of challenges posed by the pandemic. While recognizing the constraints of this study, such as its limited duration and restricted contextual applicability, the research encourages further investigation into sustainable vocabulary expansion, the development of multifaceted language abilities, and the integration of these platforms into emerging hybrid educational frameworks. This study makes a valuable contribution to the ongoing discourse regarding novel technology-based methods in language instruction, providing relevant insights applicable to both present and future educational contexts.

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Teachers’ Challenges in Promoting Learner Autonomy

Cited by 4 publications

References 31 publications

Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam

Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam

Promoting Learner Autonomy in English Language Classrooms in Pakistan: The Role of Self-Regulated Learning and Technology Integration

Innovative solutions for language growth: the impact of problem-based learning via DingTalk on Chinese undergraduates’ business vocabulary amid COVID-19

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