On the Correlations between Teacher Autonomy and Learner Autonomy under the Network Environment

2011 ◽  
Vol 271-273 ◽  
pp. 1499-1504
Author(s):  
Shu Fang Wu
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Network Environment ◽  
College English ◽  
Qualitative Approaches ◽  
Influential Variable ◽  
The Relationship

Following learner autonomy （LA）, teacher autonomy （TA） has recently acquired a prominence in discourse on foreign language education. This study, taking TA as one influential variable on LA, tries to explore the relationship between them by conducting the investigation of some Chinese college English teachers of non-English majors with quantitative and qualitative approaches. The results show that there exist some correlations between TA and LA. In the end, the author gives some suggestions on how to promote learners autonomy in their English learning by cultivating and promoting teachers’ own autonomy in English teaching under the network environment.

scholarly journals On the Relationship Between Teacher Autonomy and Learner Autonomy

2020 ◽  
Vol 13 (6) ◽  
pp. 153
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Focal Point ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Teacher Autonomy ◽  
Theoretical Research ◽  
The Relationship

With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.

scholarly journals Autonomy in the transition from foreign language learning to foreign language teaching

2008 ◽  
Vol 24 (spe) ◽  
pp. 421-439 ◽  
Author(s):  
Phil Benson ◽  
Jing Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Teacher Autonomy ◽  
Professional Freedom ◽  
Learning Projects

This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.

scholarly journals Self-Regulation: Why is it Important for Promoting Learner Autonomy in the School Context?

2014 ◽  
pp. 342-356 ◽  
Author(s):  
Yoshiyuki Nakata
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Self Regulation ◽  
School Context ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Learning Strategies ◽  
Research Areas

Both researchers and practitioners in the field of foreign language education are increasingly interested in the notions of self-regulation and learner autonomy. Indeed, there is a growing body of evidence highlighting the importance of self-regulation in promoting learner autonomy. For many practitioners, an important question to be addressed is how to help learners become more self-regulated in order to promote their learner autonomy. As it stands, however, the majority of learner autonomy research following this line of inquiry has been conducted within the framework of language learning strategies. Although learner autonomy research conducted within the framework of language learning strategies has to some extent contributed to addressing the question above, it has not provided enough guidance to practitioners and practitioner trainers, especially those who are struggling to promote autonomy in their learners in the EFL school context, which is full of constraints and limitations and does not allow much freedom. The present paper attempts to fill this gap, first by comparing the roots and the avenues of development of these two (essentially related but) distinct research areas—self-regulation and learner autonomy—and then by integrating the notion of self-regulation within the theoretical framework of learner autonomy, together with other notions of agency, teacher autonomy and scaffolding.

scholarly journals Basic factors of developing learner autonomy in foreign language education (with the main focus on Kazakhstan)

2019 ◽  
Vol 9 (2) ◽  
pp. 126-139
Author(s):  
Bakytzhan Zhakanovna Zhankina ◽  
◽  
Ekaterina Alekseevna Kostina ◽  
Bakhytgul Asylbekovna Zhetpisbayeva ◽  
Sergali Tuleubekovich Kargin ◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education

scholarly journals The Connotations of Language Teacher Autonomy

2017 ◽  
Vol 10 (10) ◽  
pp. 134
Author(s):  
Ligang Han
Keyword(s):  
Teacher Education ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Teacher Autonomy ◽  
Language Teacher Education ◽  
Language Teacher ◽  
Education Teacher ◽  
Working Definition

With the research on the development of learner autonomy in foreign language education, teacher autonomy has become a hot topic in the research of foreign language teacher education. However, it is the most difficult question to define language teacher autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on teacher autonomy in language teaching and learning, the focus of the present paper is to clarify the connotations of language teacher autonomy and a working definition is made.

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’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ 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.

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