EFL Teachers’ Beliefs and Practices Concerning Learner Autonomy: A Narrative Inquiry
International Journal of Language and Linguistics
Volume 6, Issue 6, November 2018, Pages: 196-201
Received: Sep. 17, 2018;
Accepted: Oct. 4, 2018;
Published: Nov. 10, 2018
Views 983 Downloads 177
Liu Juan, College of Foreign Languages, Inner Mongolia University of Technology, Huhhot, China; School of Foreign Languages, Jining Normal University, Ulanqab, China
Chen Yajie, College of Foreign Languages, Inner Mongolia University of Technology, Huhhot, China
Learner autonomy has been a key area in foreign language teaching for more than 30 years. Researchers agree that learner autonomy could make learning more effective and that teachers play very significant role in improving learner autonomy. In many cases teachers’ beliefs concerning learner autonomy would influence their teaching practices. Many existing studies regarding learner autonomy are conducted from the perspective of students. However, fewer researches have been carried out from the perspective of teachers’ beliefs, especially in China. In order to address the gap, the present study tried to explore the EFL (English as Foreign Language) teachers’ beliefs and practices concerning learner autonomy. Four English teachers from two universities were purposefully selected to participate in semi-structured interviews. Qualitative data were analyzed by a narrative inquiry. Findings suggested that participants held positive attitude towards developing learner autonomy. Teachers’ roles as a facilitator, a counselor and a resource got general approbation. Yet their teaching practices showed different degrees of intervention in promoting learner autonomy. In addition, due to some difficulties they had encountered there were some mismatches between teachers’ beliefs and their teaching practices. Even though their practice provided some support of learner autonomy, they adopted traditional teaching more frequently and seldom provided learners with opportunities for decision making. It is hoped that this study can provide some inspirations for the future research.
EFL Teachers’ Beliefs and Practices Concerning Learner Autonomy: A Narrative Inquiry, International Journal of Language and Linguistics.
Vol. 6, No. 6,
2018, pp. 196-201.
Holec, H. Autonomy and foreign language learning. Oxford: Pergamon Press, 1981.
Dickinson, L. Autonomy and motivation: A Literature Review. System, 1995, 23 (2):165-174.
Little, D. Language learner autonomy: Some Fundamental Considerations Revisited. Innovation in Language Learning and Teaching, 2007, 1 (1): 14-29.
Smith, R. Learner autonomy (key concepts in ELT). ELT Journal, 2008, 62 (4), 395-397.
Ministry of Education of China. College English Curriculum Requirements. Shanghai: Shanghai Foreign Language Education Press.
Yin Huadong. Retrospect and prospect of foreign language autonomous learning in China (1979-2012). Foreign Language Education, 2014, 35 (1), 65-67.
Hua Weifen. On learner autonomy. Journal of Shenzhen University (Humanity & Social Sciences), 2002, (2): 107-112.
Xu Jinfen，Peng Renzhong，Wu Weiping. An investigation and an analysis of autonomous English learning ability of non English majors. Foreign Language Teaching and Research (bimonthly ), 2004, (1): 64-68.
Yunus, M. & N. Arshad. ESL teachers’ perceptions toward the practices and prospects of autonomous language learning. Asian Social Science, 2015, (2):41-50.
Huang Min & Borg, F. B. College English autonomous study:Teachers’ beliefs and practices. Foreign Language Learning Theory and Practice, 2018, (2): 57-64.
Aoki, N. 1999. Affect and the role of teachers in the development of learner autonomy. In J. Arnold (ed.). Affect in Language Learning. Cambridge: Cambridge University Press, 1999.
Benson, P. Autonomy as a learners’ and teachers’ right. In B. Sinclair, I. McGrath & T. Lamb (eds.). Learner Autonomy, Teacher Autonomy: Future Directions. London: Longman, 2000.
Oxford, R. Toward a more systematic model of L2 learner autonomy. In D. Palfreyman & R. Smith (eds.). Learner Autonomy Across Cultures: Language Education Perspectives. Basingstoke: Palgrave Macmillan, 2003.
Benson, P & Voller, P. Autonomy and independence in Language learning. London: Longman, 1997.
Shu Dingfang. FLT in China: problems and suggested solutions. Shanghai:Shanghai Foreign Language Education Press, 2004.
Cotterall, S. Readiness for autonomy: investigating learner beliefs. System, 1995, 23 (2), 95-105.
Ellis, R. The study of second language acquisition. Oxford:Oxford University Press, 1994.
Ganza, W. L. Learner autonomy-teacher autonomy. In T. Lamb & H. Reinders (eds.). Learner and Teacher Autonomy: Concepts, Realities and Responses. Armsterdam/ Philadephia: John Benjamins, 2008.
Xiang Maoying, Wu Yiping. An investigation of university foreign language teachers’ beliefs on learner autonomy. Dalian：Foreign Languages and Their Teaching, 2016, (5): 115-123.
Voller, P. Does the teacher have a role in autonomous learning? In P. Benson & P. Voller ( eds.). Autonomy and Independence in Language Learning. London: Longman, 1997.
Borg, M. Key concepts in ELT: teachers’ beliefs. ELT Journal, 2001, 55 (2), 186-188.
Yoshiyuki, N. Teachers’ Readiness for promoting learner autonomy:A study of Japanese EFL high school teachers. Teaching and Teacher Education, 2011, (5):900-910.
Duong, T & Seepho, S. Promoting learner autonomy: A qualitative study on EFL teachers’ perceptions and their teaching practices. CULI’s International Seminar, 2013.
Anthony, E. M. Learner autonomy in university English classroom: Teachers’ perceptions and practices. International Journal of Applied Linguistics & English Literature, 2017, 6 (2): 19-25.
Yasmin, M & Sohail, A. Realizing learner autonomy in Pakistan: EFL Teachers’ Beliefs about Their Practices. International Journal of Linguistics, 2018, 8 (2): 153-162.
Connelly, F. M. & Clandinin, D. J. Narrative inquiry. In J. L. Green, G. Gamilli, & P. B. Elmore (Eds.), Complementary methods for research in education (3rd ed.). Mahwah, NJ: Erlbaum, 2006, 375-385.
Clandinin, D. J. & Connelly, F. M. Narrative inquiry: experience and story in qualitative research. San Francisco: Jossey-Bass, 2000.