Autonomous Language Learning in the Iranian EFL Context: Teachers’ Perceptions

کد مقاله : 1145-ELTCONF5-FULL

نویسندگان

آزاده آخوندزاده * آموزش و پرورش

چکیده مقاله

Abstract This case study aimed to address how autonomous learning is viewed by Iranian EFL teachers. In recent years, EFL teachers' responsibility has increased since they must engage learners in the process of learning English so that learners pursue what they desire even without instructors. This subject is considered as autonomy, defined as students’ capacity to use their learning independently of teachers. Autonomy is an essential factor for successful language learning. However, it requires the perception and awareness of EFL teachers. To follow the research goal, the perceptions of 100 Iranian male and female EFL instructors regarding learner autonomy were explored. They all worked for English language institutes in Arak, Markazi. The questionnaire used for data collection was Learner Autonomy in Language Learning: Teachers’ Beliefs developed by Victoria Chan (2003) which examines the four factors of responsibility, ability, autonomy and teaching, and activities. Analysis of collected data revealed that EFL teachers' gender and years of experience have significant effects on their perceptions of autonomous learning while their age and workplace have no significant effect on their perceptions of autonomous learning. Implications for EFL pedagogy and research are discussed in light of the findings.

کلیدواژه ها

Key Terms: Autonomous Learning, Learner Autonomy, Teacher’s Perception

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