EFL Teachers’ Practices and Perspectives on Learner Autonomy in Virtual Language Learning Environments in Jordan

Naima Ahmad Al-husban(1*), Mohammad Tawalbeh(2),

(1) Arab Open University, Jordan
(2) Arab Open University, Jordan
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v1i1.36156

Abstract


The current study investigated EFL teachers’ perspectives and practices regarding learner autonomy in the virtual language learning environment in Jordan. An interview and observation checklist have been used to collect data. Ten EFL teachers have been interviewed and one recording of their classes has been observed. Results revealed that teachers were aware of the psychological and they employed some strategies reflecting their views. Unlike the psychological perspective, the political perspective was not seen in EFL teachers’ practices. However, EFL teachers did believe in their importance. Based on the result, enhancing the pedagogy of autonomy should be a priority of policymakers while strategizing future plans. Besides, the national curriculum should provide teachers with the freedom to enhance learner autonomy. Further research should be conducted using a wider sample, and including further variables.    


Keywords


Learning Autonomy, Virtual Learning Language Environment, EFL teachers, Teaching practices and Perceptions, Learning and Teaching Process

Full Text:

PDF

References


Ahmadianzadeh, B., Seifoori, Z., & Hadidi Tamjid, N. (2020). Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure. Innovation in Language Learning and Teaching, 14(2), 97-113.

‏

Al-husban, N., & Akkari, A. (2021). Exploring EFL Teachers’ Perceptions of Enacted Curriculum in Jordan: Towards Integration Curriculum Development with Teacher Education. Curriculum and Teaching, 36(1), 71-87.

‏

Barker, J., & Gossman, P. (2013). The learning impact of a virtual learning environment: students’ views. Teacher Education Advancement Network Journal (TEAN), 5(2), 19-38.

‏

Benson, P. (2013). Teaching and researching: Autonomy in language learning. Routledge.

‏

Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. ELT journal, 12(7), 1-45.‏

Boud, D. (2012). Developing student autonomy in learning. Routledge.

‏

Çakidi, D. (2015). Autonomy in language teaching and learning process. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 16(1), 31-42.‏

Chang, L. Y. H. (2020). Taiwanese EFL Language Teachers' Beliefs and Actual Practices Related to Learner Autonomy. TESL-EJ, 23(4), n4.

‏

Csizér, K., Albert, Á., & Piniel, K. (2021). The interrelationship of language learning autonomy, self-efficacy, motivation and emotions: The investigation of Hungarian secondary school students. In Investigating individual learner differences in second language learning (pp. 1-21). Springer, Cham.

‏

Dickinson, L. (1995). Autonomy and motivation a literature review. System, 23(2), 165-174.

‏

Doğan, G. & Mirici, İ. H. (2017). EFL instructors’ perception and practices on learner autonomy in some Turkish universities. Journal of Language and Linguistic Studies, 13(1), 166-193.

Feryok, A. (2013). Teaching for learner autonomy: The teacher's role and sociocultural theory. Innovation in language learning and teaching, 7(3), 213-225.

‏

Firat, M. (2016). Measuring the e-learning autonomy of distance education students. Open Praxis, 8(3), 191-201.

‏

Firat, M. (2016). Measuring the e-learning autonomy of distance education students. Open Praxis, 8(3), 191-201.

‏

Fotiadou, A., Angelaki, C., & Mavroidis, I. (2017). Learner autonomy as a factor of the learning process in distance education. European Journal of Open, Distance and E-learning, 20(1), 95-110.

‏

Günes, S., & Alagözlü, N. (2020). The Interrelationship between Learner Autonomy, Motivation and Academic Success in Asynchronous Distance Learning and Blended Learning Environments. Novitas-ROYAL (Research on Youth and Language), 14(2), 1-15.

‏

Han, L. (2020). On the Relationship between Teacher Autonomy and Learner Autonomy. International Education Studies, 13(6), 153-162.‏

Jones, J. (2001). CALL and the teacher's role in promoting learner autonomy. Call-EJ Online, 3(1), 3-1.‏

Mulyati, T. (2022). Learners’ autonomy in the midst of Covid-19 pandemic. ELTICS (English Language Teaching and English Linguistics) Journal, 7(1), 72-81

Murase, F. (2015). Measuring language learner autonomy: Problems and possibilities. In Assessment and autonomy in language learning (pp. 35-63). Palgrave Macmillan, London.

Mutlu, A., & Eroz-Tuga, B. (2013). The role of computer-assisted language learning (CALL) in promoting learner autonomy. Eurasian Journal of Educational Research, 51, 107-122.‏

Ningsih, S., & Yusuf, F. N. (2021, April). Analysis of teachers’ voices of learner autonomy in EFL online learning context. In Thirteenth Conference on Applied Linguistics (CONAPLIN 2020) (pp. 556-561). Atlantis Press.

‏

Phungsuk, R., Viriyavejakul, C., & Ratanaolarn, T. (2017). Development of a problem-based learning model via a virtual learning environment. Kasetsart Journal of Social Sciences, 38(3), 297-306.

‏

Rañosa-Madrunio, M., Tarrayo, V. N., Tupas, R., & Valdez, P. N.

(2016). Learner autonomy: English language teachers’ beliefs and practices in the Philippines. Language learner autonomy: Teachers’ beliefs and practices in Asian contexts, 114-133.

‏

Rashed, R and Alkawaldeh, A. (2017). English Language Teachers’ Beliefs About Developing Independent English Language Learning Among Jordanian Students and Their Instructional Implications, Journal of Education and Practice, 8(22), 58-66.

Son, J. B. (Ed.). (2014). Computer-assisted language learning: Learners, teachers and tools. Cambridge Scholars Publishing.‏

Spahr, J. (2001). Everybody's Autonomy: Connective Reading and Collective Identity. University of Alabama Press.

‏

Sukerti, G. A., & Yuliantini, N. (2018). Learning autonomy in writing class: Implementation of project-based learning in English for spesific purposes. In Journal of Physics: Conference Series (Vol. 953, No. 1, p. 012101). IOP Publishing.

‏

Torres Martín, C., Acal, C., El Honrani, M., & Mingorance Estrada, Á. C. (2021). Impact on the virtual learning environment due to COVID-19. Sustainability, 13(2), 582.

‏

Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, 102190.

‏

Tuan, D. M. (2021). Learner Autonomy in English Language Learning: Vietnamese EFL Learners’ Perceptions and Practices. Indonesian Journal of Applied Linguistics, 11(2), 307-317.‏ ‏

UNICEF. (2020). Averting a lost COVID generation: a six-point plan to respond, recover and reimagine a post-pandemic world for every child. UNICEF.

‏

Wang, W., & Zhan, J. (2020). The relationship between English language learner characteristics and online self-regulation: A structural equation modeling approach. Sustainability, 12(7), 3009.

Weinstein, C. E. (1987). Fostering learning autonomy through the use of learning strategies. Journal of Reading, 30(7), 590-595.‏


Article Metrics

Abstract view : 1159 times | PDF view : 335 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


This work is licensed under a Creative Commons Attribution 4.0 International License.