scholarly journals EFL Teachers’ Perceptions of Learner Autonomy and Their Classroom Practices: A Case Study

2014 ◽  
Vol 4 (2) ◽  
pp. 9-17 ◽  
Author(s):  
Tham My Duong ◽  
Keyword(s):  
Classroom Practices ◽  
Learner Autonomy ◽  
Teachers Perceptions ◽  
Efl Teachers

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 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.

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>

scholarly journals Nepalese EFL Teachers’ Perceptions of Pedagogical Capital: A Case Study

BELTA Journal ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 58-66
Author(s):  
Ganesh Kumar Bastola
Keyword(s):  
Cultural Capital ◽  
Learning Process ◽  
English Teachers ◽  
Teachers Perceptions ◽  
Language Classroom ◽  
Efl Teachers ◽  
Classroom Data

This study explores the perceptions of pedagogical capital of English teachers in the context of Nepal. It aims to examine how the perceptions of pedagogical capital differ and how it affects teachers’ performance in the language classroom. Data for this research were collected from 3 participants with varied experiences. The data have been analyzed based on the framework of Stake (1995). The study uses Bourdieu's (1977) notion of cultural capital for theoretical insights. Findings indicate that teachers' pedagogic capital is an ability that can be used in the classroom to facilitate learning process.

scholarly journals Exploring the Perceptions of Moroccan EFL Teachers Towards Task-Based Language Learning

2021 ◽  
Vol 3 (1) ◽  
pp. 18-31
Author(s):  
Mohammed Mettar
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Classroom Practices ◽  
Mother Tongue ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Level Of Use ◽  
Efl Teachers ◽  
High Level

Moroccan students do not have many opportunities to use English outside the classroom setting. The adoption of task-based language learning (TBLL) is deemed to be an appropriate language instructional method for the Moroccan EFL context. Hence, teachers are explicitly urged in the official Moroccan English language guidelines documents to adopt tasks in their teaching practices. However, no known empirical research has been conducted to investigate teachers’ perceptions and use of TBLL. To fill this gap, this study attempted to investigate high school EFL instructors’ familiarity with TBLL and their views on the use of tasks in their classrooms. An online survey provided quantitative data from 90 participants. Results showed that although Moroccan EFL teachers have a good understanding of the key concepts of this approach, their use of tasks is limited. Lack of task-based materials, large class sizes, and students’ use of their mother tongue to complete the task are identified as the main obstacles facing a high level of use of tasks in teachers’ classroom practices. Several implications for the successful integration of TBLL in the Moroccan EFL context are suggested at the end of the article.

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.

scholarly journals EFL Teachers’ Perceptions on Supervision Program as a Tool to Develop Teachers’ Professionalism

AL-TA LIM ◽  
2018 ◽  
Vol 25 (2) ◽  
pp. 144-152
Author(s):  
Tosriadi Tosriadi ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
High School ◽  
Junior High School ◽  
Qualitative Case Study ◽  
Educational Background ◽  
Academic Life ◽  
Education Students ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Students Success

Teachers hold a very crucial role in education. Students’ success in academic life is very much influenced by teachers’ quality. One of the ways applied by most schools in Indonesia to assure their teachers quality is by conducting supervision program at the end or in the middle of semester. This study investigated teachers’ perception on the effectiveness of supervision program in relation to their professional development. This qualitative case study involved 4 EFL teachers teaching at various school levels; elementary school, junior high school and senior high school. The data were collected through interview and document analysis. The result of data analysis revealed that teachers hold positive attitude toward supervision program in helping them develop their professionalism in teaching. Schools need to maintain supervision program to make sure their teachers are well prepared in performing their duty. The participating teachers suggested for its meaningfulness, supervision program should be well designed. Teachers being observed and supervisor should have the same educational background.

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.  

AN ANALYSIS OF EFL TEACHERS’ PERCEPTIONS RELATED TO THE DECISION-MAKING PROCESS: A CASE STUDY AT A FOUNDATION UNIVERSITY IN TURKEY

2021 ◽  
Vol 6 (14) ◽  
pp. 40-55
Author(s):  
Mehmet Salih YOĞUN
Keyword(s):  
Decision Making ◽  
Teaching Experience ◽  
Private University ◽  
Careful Consideration ◽  
Complex Nature ◽  
Decision Making Process ◽  
Administrative Roles ◽  
Teachers Perceptions ◽  
Efl Teachers

Decision-making process requires school leaders and teachers to approach problems in a systematic way with more attention as a part of their academic and administrative roles, duties and responsibilities. In this respect, it is inevitable for them to consider the complex nature of decision-making procedures that is reshaped again and again due to the stakeholders various social, educational, cultural and psychological backgrounds. Bearing these points in mind, the purpose of the current study was to investigate the EFL teachers’ perceptions of decision-making process and identify the decision-making style they follow. Additionally, it aspired after searching whether gender and teaching experience effect the EFL teachers’ decision-making styles. A qualitative case study design was applied for the present study in accordance with its purpose. 6 EFL teachers (3 females and 3 male) working at the School of Foreign Languages in a private university took part in this study as participants. Collected data was analysed with Creswell’s (2012) inductive content analysis. The findings reached as a result of the study revealed that teachers’ perceptions of decision-making process were categorized under four headings. They were (1) the careful consideration of the situation, (2) involvement of all the parties, (3) reacting to an undesired situation, and (4) feeling responsible. It was also observed that while the men utilized rational decision-making style, the women preferred dependent decision-making style. Additionally, according to the findings, all of the participants stated that teaching experience had a positive correlation with decision-making process which means that the more experience teachers have, the more successful and effective decisions they take.

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