EFL Teachers’ Conceptions of Learner Autonomy: Developing a Glocalized Model
Publish Year: 1397
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_ELT-10-22_005
تاریخ نمایه سازی: 10 دی 1401
Abstract:
Learner autonomy (henceforth LA) has become a buzz word in education in general and language education, in particular, for more than a decade now. Focusing on investigating Iranian EFL teachers’ conceptions of LA, the current study, taking a mixed method approach, attempted to illustrate how Iranian EFL teachers’ conceptions of leaner autonomy mapped out. To that end, ۷ teachers, purposefully cluster sampled, were interviewed. After data saturation, the result of the interviews and the data gleaned from the literature were fed into the development of a questionnaire. The questionnaire, having being validated through a pilot study, was administered to ۵۸۵ EFL teachers snowball-sampled, ۲ of whom were, later on through negative case analysis, interviewed, and were required to provide the researchers with a narrative. Running a number of factor analyses, the researchers modeled the participants’ mindsets toward LA, which can be quite significant as it can have some theoretical and pedagogical implications, including, inter alia, situating LA promotion into the pedagogy of TEFL in Iran by running LA promotion workshops as well as developing a pool of LA promotion activities and software programs available to the stakeholders, especially the teachers.
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Authors
ناصر رشیدی
Professor, University of Shiraz
هژار محمدی نکو
Assistant Professor of ELT, Islamic Azad University, Boukan Branch, Boukan, Iran
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