scholarly journals The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers’ practice and cognition

2020 ◽  
pp. 136216882095792
Author(s):  
Yi Wang ◽  
Jonathon Ryan
Keyword(s):  
Personal Growth ◽  
Private School ◽  
Classroom Practices ◽  
Learner Autonomy ◽  
Language Learner ◽  
Language Teachers ◽  
Efl Teachers ◽  
Routine Tasks ◽  
Linguistic Achievement

The promotion of language learner autonomy has been recognized as being beneficial in various domains, from linguistic achievement to personal growth. Key to the development of learner autonomy is shifting control from the teacher to the learner. While much has been written about the construct of learner control, there has been little close examination of the practices with which language teachers release their command. This article reports on a study conducted in a Chinese private school intent on promoting learner autonomy, and explores ways in which teachers’ practices facilitated or hindered control shift and their perceptions of these actions. From a study of nine teachers within one English department, two case studies are explored in depth through analysis of classroom practices, interviews and post-lesson discussions. While the feasibility of promoting learner autonomy in non-Western contexts has previously been questioned, the present findings highlight the opportunities available within routine tasks, while stressing the delicacy of these opportunities.

scholarly journals PERSPECTIVES AND PRACTICES FROM INDONESIAN EFL TEACHERS ON LANGUAGE ADVISORS’ ROLES IN FOSTERING LEARNER AUTONOMY

JURNAL SPHOTA ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 39-51
Author(s):  
Muhamad Ahsanu ◽  
Dyah Wijayawati
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learner Autonomy ◽  
Language Learner ◽  
Reflective Practitioner ◽  
Problem Solver ◽  
Knowledge And Skills ◽  
Common Term ◽  
Efl Teachers

Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.  

scholarly journals EFL Teachers’ Cognition of Teaching English Pronunciation Techniques: A Mixed-Method Approach

2016 ◽  
Vol 9 (2) ◽  
pp. 20 ◽  
Author(s):  
Melor Md Yunus ◽  
Hadi Salehi ◽  
Mahdi Amini
Keyword(s):  
Language Learners ◽  
Classroom Practices ◽  
Oral Communication ◽  
Language Teachers ◽  
Structured Interviews ◽  
Efl Teachers ◽  
English Pronunciation ◽  
Language Courses ◽  
Quantitative Results ◽  
Method Approach

<p>In recent years, a great number of attempts have been made on teachers’ cognition with the aim of understanding the complications reinforcing the teachers’ cognitions and their classroom practices. Such studies shed light on how teachers’ cognitions expand over time and how they are reflected in their classroom practices. The aim of the present study was to investigate Iranian EFL teachers’ cognition particularly in terms of the pronunciation techniques they apply in the oral communication classrooms and their knowledge about their language learners’ characteristics. To achieve the goals of the study, the cognitions of five English teachers in the oral communication classrooms were explored. The teachers were requested to answer two semi-structured interviews to obtain the data about their cognitions regarding the pronunciation techniques. Furthermore, their students were asked to fill out a questionnaire to express their opinions about the techniques applied by their teachers during instruction of English pronunciation. The qualitative and quantitative results showed that there was an intricate relationship between language teachers’ experience with their cognitions about their language learners. Moreover, those teachers who were in higher level language courses showed to have broader cognitions about both the techniques they used in classrooms and the language learners’ characteristics as well.</p>

scholarly journals Teachers’ Misbehaviours in Class and Students’ Reactions: A Case Study

2021 ◽  
Vol 9 (3) ◽  
pp. 97-114
Author(s):  
Reem Alkurdi ◽  
Sharif Alghazo
Keyword(s):  
English Language ◽  
Mean Value ◽  
Language Teachers ◽  
Communication Style ◽  
Communication Styles ◽  
Student Teacher Relationship ◽  
Efl Teachers ◽  
English Language Teachers ◽  
The Mean

This study aims to investigate English as a Foreign Language (EFL) teachers’ misbehaviours in class and their students’ reactions to these misbehaviours. Towards this end, 60 classroom observations of six English language teachers (N=10 each) were conducted at a public school in Jordan. Moreover, a survey was used to elicit 201 students’ reactions to their teachers’ misbehaviours by gauging their satisfaction with the teachers’ communication styles. Finally, the teacher participants were interviewed in order to more deeply understand why such misbehaviours occurred. Analysis of the data is grounded in the Expectancy Violation Theory. The results revealed that when the mean value of teachers’ communication style was more than 3 on a 5-point Likert Scale, the students often perceived their teachers as being positive, and the students compensated most of their teachers’ misbehaviours. However, when the mean value was below 3, the teachers were perceived as being negative, and the students reciprocated for most of the misbehaviours. The results also showed that the students are more tolerant towards their teachers’ misbehaviours as long as the teacher is perceived to be positive. The study provides insights into understanding the student-teacher relationship in EFL classes.

scholarly journals Unlicensed EFL Teachers Co-constructing Knowledge and Transforming Curriculum Through Collaborative-Reflective Inquiry

2018 ◽  
Vol 20 (1) ◽  
pp. 73-87 ◽  
Author(s):  
Edgar Augusto Aguirre Garzón
Keyword(s):  
Public School ◽  
Foreign Language ◽  
Case Study Research ◽  
Language Teachers ◽  
Reflective Inquiry ◽  
Study Research ◽  
Efl Teachers ◽  
Constructing Knowledge ◽  
Contextual Reality

This paper describes a case study research project carried out in a public school in Bogotá, Colombia, with four unlicensed teachers of English as a foreign language. Although the institutional guidelines in the school suggest that teachers should collectively propose changes to shape pedagogical realities, there is evidence of little communication among them. This study emphasizes collaborative, reflective inquiry as a means to educative transformation. Findings suggest that collaborative inquiry prompts the language teachers to conjointly design teaching strategies and materials that articulate with students’ contexts. Furthermore, along the way, the teachers were empowered to propose curricular changes to adjust contents and goals of the area with the students’ contextual reality.

scholarly journals Promoting Learner Autonomy

2020 ◽  
Vol 2 (2) ◽  
pp. 156-167
Author(s):  
Said OUSSOU
Keyword(s):  
Quantitative Data ◽  
Quantitative Research ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
English Language Teaching ◽  
Know How ◽  
Efl Context ◽  
Efl Teachers ◽  
English Language Teachers

Learner autonomy has been the concern of a number of researchers in English language teaching. The concept has begun life since the 1980s. It has been considered in the Moroccan EFL context among the priorities of education, which English language teachers try to implement in their classes. Studies revealed that there are correlations between learner autonomy and other variables related to learners, which makes autonomy a subject of interest and thus an ability that should be fostered. As such, the present study aims at investigating the extent to which secondary EFL teachers promote autonomy in their learners. To achieve this purpose, a quantitative research design was employed in the study, generating and analyzing quantitative data. Therefore, a sample of 96 (57 males and 39 females) EFL teachers completed the questionnaire. Drawing on the findings, it was found that EFL teachers promote learner autonomy to a great extent and that the results were conclusive among the teachers’ rates of levels of agreement and disagreement regarding the strategies for promoting learner autonomy. Thus, it is concluded that the study reported on the extent to which teachers employ a number of strategies to promote learner autonomy and that it does not necessarily mean that the study explained the degree to which teachers know how to implement those strategies, as this would be beyond the purpose of the present study.

scholarly journals Perceptions of English Language Instructors on the Effectiveness of Learning Advisory Training Programme (LATP)

2021 ◽  
pp. 231-247
Author(s):  
Hülya Şen ◽  
Mümin Şen
Keyword(s):  
Language Learning ◽  
English Language ◽  
Training Programme ◽  
Learner Autonomy ◽  
Language Learner ◽  
Language Teachers ◽  
Main Role ◽  
Personal Lives ◽  
Proper Training ◽  
Reflective Processes

Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote learner autonomy.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey&rsquo;s findings indicate that the group work helps to improve students&rsquo; learning attitude, interest and motivation. It also reveals that students&rsquo; language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

scholarly journals Consistencies and Inconsistencies Between Teachers’ Beliefs and Practices

2015 ◽  
Author(s):  
Mohammad Tamimy
Keyword(s):  
Classroom Practices ◽  
Comparative Method ◽  
Private Language ◽  
Educational Management ◽  
Distinctive Features ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Constant Comparative Method ◽  
Efl Teachers

This instrumental-comparative qualitative case study attempts to investigate the relations between teachers’ beliefs and classroom practices. For this purpose, five Iranian EFL teachers from three private language institutes were interviewed for their beliefs. Then, their classroom practices were observed and videotaped. The data were analyzed using the constant comparative method around common categories, which were identified as distinctive features of teachers’ beliefs; these same themes were then compared with their practices. The data for each case were also compared with the others so that possible causes of the inconsistencies could be traced. Based on the causes, some suggestions for teacher education and educational management are made.

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