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Type :Thesis
Subject :P Language and Literature
Main Author :Siti Nur Yusof
Title :Malaysian English language teachers beliefs, roles and practices on learners autonomy in secondary schools
Hits :118
Place of Production :Tanjong Malim
Publisher :Fakulti Bahasa dan Komunikasi
Year of Publication :2024
Corporate Name :Perpustakaan Tuanku Bainun
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Abstract : Perpustakaan Tuanku Bainun
This study explores the beliefs, roles and practices of Malaysian English language teachers concerning learner autonomy and how they develop autonomous learning in secondary school classrooms. The objectives of the research are to gain insights into teachers' beliefs on learner autonomy and understand the practices they employ to develop autonomous learning among their learners. The study adopts a mixed-method approach, combining quantitative and qualitative data collection methods. A total of 172 English language teachers participated in the first phase of the research, responding to a questionnaire to provide quantitative data on their beliefs, roles and practices on learner autonomy. For the second phase, semi-structured interviews and classroom observations were conducted with a selected group of teachers to gain in-depth insights into their practices in developing learner autonomy. The findings from the survey revealed that teachers have positive beliefs about learner autonomy and its development. These teachers believe that motivated language learners are more likely to develop learner autonomy. The teachers also view that learner autonomy is a concept that is suitable for Malaysian learners. Thematic analysis of the data revealed that the majority of teachers held positive beliefs about learner autonomy and recognised its importance in enhancing students' language learning experiences. Teachers acknowledged the benefits of promoting self-directed learning and developing students' abilities to set goals, select appropriate learning strategies, and monitor their own progress. Regarding the implementation of autonomous learning, the findings indicated that most teachers preferred group work as a key strategy. They incorporated group work into various activities to optimize their collaborative learning experiences. The implications of this research offer valuable insights for teacher training programs and curriculum development in English language education. By understanding teachers' beliefs and practices, educational institutions can design targeted interventions to support teachers in effectively fostering learner autonomy, ultimately enhancing students' language learning outcomes.

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