scholarly journals Secondary School EFL Teachers’ Perceptions on Learner Autonomy

2021 ◽  
Author(s):  
Ümit YAŞAR ◽  
Gülden TÜM
Keyword(s):  
Secondary School ◽  
Learner Autonomy ◽  
Teachers Perceptions ◽  
Efl Teachers

INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

2018 ◽  
Vol 127 (6B) ◽  
pp. 5
Author(s):  
Anh Thanh Nguyet Le
Keyword(s):  
Language Education ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teachers Perceptions ◽  
Local Contexts ◽  
Efl Teachers ◽  
University Life

<p><em>Learner autonomy is currently one of the central themes in language education. </em><em>Autonomous learning plays an important role not only in university life but also throughout life for learners.</em><em> Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.  </em></p><p><em></em><em><br /></em></p>

A study of Iranian EFL teachers’ perceptions and practices regarding learner autonomy

2015 ◽  
Vol 4 (4) ◽  
Author(s):  
Najmeh Nasri ◽  
Abbas Eslami Rasekh ◽  
Hossein Vahid Dastjerdy ◽  
Zahra Amirian
Keyword(s):  
Learner Autonomy ◽  
Teachers Perceptions ◽  
Efl Teachers

scholarly journals EFL Teachers’ Perceptions of Information Gap Activities in Teaching Speaking and Their Reflections on the Use of These Activities in Their Classrooms

2021 ◽  
pp. 347-359
Author(s):  
Nguyen Thi Mai Duyen
Keyword(s):  
Secondary School ◽  
Mekong Delta ◽  
Teachers Perceptions ◽  
Qualitative Approaches ◽  
Information Gap ◽  
Efl Teachers ◽  
Exchange Information ◽  
Depth Interviews

In teaching speaking, information gap activities are viewed as a useful tool which provides many advantages in teaching speaking language owning to the benefits it offers. Information gap activities give learners real motivation to communicate as they have opportunities to practice in actual situations. They give learners the chance to exchange information through communication. This research aims to investigate EFL teachers’ perceptions of information gap activities (IGAs) in teaching speaking English and to explore teachers’ reflections on the use of these activities in their classroom. The research adopted both quantitative and qualitative approaches. Data was collected using a questionnaire with 43 secondary school EFL teachers the Mekong Delta and in-depth interviews. We found that teachers interviewed had good perceptions of the use of information gap activities. Their knowledge of the roles, usefulness and characteristics of information gap activities as well as of how to use these activities effectively through their reflection on how they use these activities in their classrooms.

scholarly journals Indonesian EFL Teachers’ Perceptions of Task-Based Language Teaching Approach

2021 ◽  
Vol 9 (1) ◽  
pp. 26
Author(s):  
Tanty Prianty ◽  
Ngadiso Ngadiso ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Secondary School ◽  
Language Teaching ◽  
School Context ◽  
Classroom Implementation ◽  
Teachers Perceptions ◽  
Qualitative Research Design ◽  
Positive Attitudes ◽  
Efl Teachers

Task-based language teaching is an approach applying tasks as a key point of pedagogical instruments. This study explores teachers’ perceptions of task-based language teaching in the secondary school context in Indonesia. Descriptive qualitative research design is used with data collected by using questionnaires. This study used purposive sampling to choose the sample. The findings showed that most of the junior and senior high school EFL teachers appeared to embrace positive attitudes towards practicing task-based language teaching, even though their knowledge of task-based language teaching is still low. All teachers in the study said they have implemented task-based language teaching in the classroom. All of them will continue to use TBLT. The implication of the study is to inspire other researchers to investigate task-based language teaching with greater confidence. The researcher hopes that this research will motivate curriculum designers and other researchers to explore more fully the views of those who are key to successful classroom implementation.

scholarly journals EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy

2020 ◽  
Vol 6 (1) ◽  
pp. 36
Author(s):  
Irza Yuzulia
Keyword(s):  
Language Learners ◽  
Classroom Practices ◽  
Novice Teacher ◽  
Active Role ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
English Teacher ◽  
Experienced Teacher ◽  
Teachers Perceptions ◽  
Efl Teachers

Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was conducted in public senior high schools in Bandung. An experienced and a novice English teacher were involved in this study. The data in this study were collected through observation, interview and questionnaire. The study revealed that experienced and novice teacher hold almost the same perceptions that autonomy means the students’ active role in managing their own learning. The teachers pointed out that autonomous learning gives benefits to students’ learning. However, the experienced teacher was more optimist than the novice teacher regarding the possibility to promote learner autonomy which affects their classroom practices to promote learner autonomy. It is proved that the experienced teacher offers more strategies since she believed that learner autonomy is applicable for all language learners despite students' ages, levels of proficiency and cultures. It was found that the teachers used blogs, self-journal, videoconference and collaboration as strategies to promote learner autonomy.

scholarly journals LEARNER AUTONOMY: PRACTICES USED AND CHALLENGES ENCOUNTERED BY EFL TEACHERS IN FOSTERING LEARNER AUTONOMY AT TERTIARY LEVEL

2019 ◽  
Vol 35 (4) ◽  
Author(s):  
Le Van Tuyen ◽  
Huynh Thi An
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Learner Autonomy ◽  
First Year ◽  
Tertiary Level ◽  
First Year Students ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Teachers And Students

It is undoubted that teacher autonomy (TA) and learner autonomy (LA) are among the factors that affect the effectiveness of English teaching and learning in non-native English speaking contexts like Vietnam.  Investigating how teachers and students perceive TA and LA may be considered a valuable addition to the literature. This study, therefore, aimed to explore students’ perceptions of teachers’ practices used to foster LA and teachers’ perceptions of challenges they may encounter in fostering LA in EFL classes at Ho Chi Minh City University of Technology (HUTECH)-Vietnam. Two instruments were employed to collect both qualitative and quantitative data, namely the questionnaire and interview with the participation of 12 EFL teachers and 160 first-year English majored students. The findings of the study revealed that most of the EFL teachers who taught the first-year students used practices through responsibility-informing and in-class activities to foster LA. However, the findings also indicated that the teachers encountered several challenges related to students, teachers and the context. It is expected that the findings of the study would partly contribute to the enhancement of TA and LA in English language education at HUTECH in particular and at the Vietnamese tertiary level in general.

Jordanian EFL Teachers' Perceptions of the Appropriateness of Action Pack Textbooks

2006 ◽  
Vol 151 ◽  
pp. 33-56
Author(s):  
Ali Ahmad Al-Barakat ◽  
Ruba Fahmi Bataineh ◽  
Samih Mahmoud Al-Karasneh ◽  
Rula Fahmi Bataineh
Keyword(s):  
Public Schools ◽  
Developmentally Appropriate ◽  
Structured Interview ◽  
Instructional Materials ◽  
Teachers Perceptions ◽  
Textbook Series ◽  
Assessment Tasks ◽  
Wide Range ◽  
Efl Teachers ◽  
Age Appropriate

This study investigates the appropriateness of the Action Pack Textbook Series (APTS) currently taught in the first four primary stage classes in Jordanian public schools. An evaluation checklist, compiled from the literature, and a semi-structured interview were used to evaluate the content, layout, assessment tasks, teacher's book and the availability of supplementary materials. The findings support the following conclusions: Poor ratings were minimal; APTS is adaptable to the needs of both teachers and pupils and provides a broad range of resources that can be selectively integrated into the curriculum; APTS contains modes of instruction that are developmentally appropriate for a wide range of learners; APTS instructional materials are interesting, engaging and effective for the target learners; the format of the teacher's book is easy to follow, the directions for implementing activities are clear, and the teacher's book itself is flexible and allows teachers to choose from a variety of activities to use with their pupils; for the most part, non-text materials are used appropriately to promote learning; and, overall, the materials for the pupils are well written, age-appropriate and compelling in content.

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