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

Alonazi, Saleema M.

doi:10.5539/elt.v10n7p183

Cited by 53 publications

(104 citation statements)

References 20 publications

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“…Then they assert that as facilitator a teacher should simulate professional situations/problems and encourage the students to synthesize/create alternative solutions. In this way, s/he will be able to encourage the students' autonomous learning in his/her classroom (Alonazi, 2017). Consequently, to support this active learning, the teacher should demonstrate respectable and unblemished character since his/her role as a motivator and facilitator.…”

Section: Discussionmentioning

confidence: 99%

English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

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This research investigates the vocational school students’ needs on the implementation of English teaching and learning that is focused on the target needs and learning needs. By adapting Hutchinson and Waters’ model (1987), questionnaire consisting of parts A and B was administered to 32 students. Part A deals with the target needs centred on the learner’s necessities, lacks and wants that are effectively functioned in the target situation. In contrast, part B concerns about learning needs that encompass learning inputs, procedures, teacher’s and learners’ role, and setting. Additionally, interviews were also conducted with the students and an English teacher to gather data in order to examine in-depth results of the practices of English teaching and to uncover possible areas of students’ language difficulties in learning English. The results suggested that the students have different perceptions of their necessities, wants, and lacks. The findings also demonstrated the students’ learning needs including the learning inputs, teaching-learning procedures, the teacher’s and learners’ role, as well as the teachinglearning settings.

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Section: Discussionmentioning

confidence: 99%

English Teaching in Vocational High School: A Need Analysis

Mahbub

2022

JEELS

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“…As noted earlier, learner autonomy is believed to be necessary for the language learners to develop and for the language teachers to foster in their classrooms (Alonazi, 2017) due to its benefits on learning achievements. Therefore, this part predominantly attempts to seek how the English-majored sophomores at Hung Vuong University, Vietnam perceived the importance of learner autonomy in their language learning.…”

Section: The Students' Overall Self-perception Of the Importance Of Lmentioning

confidence: 99%

The English-Majored Sophomores’ Self-Perception of Autonomous Language Learning

Hoa¹,

Thủy²,

Tran³

2019

ELT

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Learner autonomy, which places the great emphasis on the learners’ independent roles and responsibilities in their learning process, has become the main concern of language education for over three past decades. It is important to investigate the language learners’ self-perception of their autonomous responsibilities, their possession of autonomous abilities, and their enactment of autonomous in-class and out-of-class behaviors. Thereby, the current study adopted features of a mixed-methods research design to examine these autonomous dimensions as perceived by university learners. A sample of eighty English-majored sophomores from Hung Vuong University, Vietnam was recruited for the current study. Their self-perception of autonomous language learning was elicited through two instruments of a thirty-two-item questionnaire and a nine-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that the majority of the participants positively acknowledged the importance of learner autonomy, discerned their gained autonomous learning responsibilities, recognized their existing autonomous abilities, and unveiled some enacted autonomous learning behaviors inside and outside class.

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“…Autonomous teachers are more capable of integrating autonomy-supportive activities in the classroom. A view that is supported by various studies based on the belief that one cannot teach what he doesn't know (Akbarpour-Tehrani & Mansor, 2012;Ikonen, 2013;Cubukcu, 2016;Ertürk, 2016;Alonazi, 2017;Tran & Duong, 2018).…”

Section: Teacher's Role In Learner Autonomymentioning

confidence: 99%

Exploring EFL Teachers’ and Students’ Perceptions of Learner Autonomy in Egyptian Technical Schools

Khalil¹,

Ali²

2018

IJELE

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This study aimed at exploring the perceptions of learner autonomy of 265 students and 89 EFL teachers in technical secondary schools in Egypt. Both qualitative and quantitative data were collected through student questionnaire, teacher questionnaire, and teacher interviews. The findings revealed that the participants; students and teachers, have positive views about learner autonomy in language learning. Students were generally aware of the autonomy-boosting practices and teachers" roles in fostering autonomy. Students were neutral about their ability to choose course materials and use appropriate strategies to learn English. The results also showed that EFL teachers had clear understanding of the concept of learner autonomy and were mostly aware of its importance in EFL classes. However, they perceived their students as non-autonomous due to individual and institutional challenges. Both students and teachers were unsure about the relation between cultural backgrounds and autonomy in language learning. Based on the results, some pedagogical implications and recommendations for future research for promoting learner autonomy in secondary technical schools have been provided.

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

Cited by 53 publications

References 20 publications

English Teaching in Vocational High School: A Need Analysis

English Teaching in Vocational High School: A Need Analysis

The English-Majored Sophomores’ Self-Perception of Autonomous Language Learning

Exploring EFL Teachers’ and Students’ Perceptions of Learner Autonomy in Egyptian Technical Schools

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