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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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