Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy

M. Melvina, D. Suherdi
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引用次数: 13

Abstract

This present study aims at investigating Indonesian EFL teachers’ beliefs about learner autonomy. A questionnaire about 36 English teachers' perception towards learner autonomy was used to collect data. The data were analyzed using descriptive analysis by utilizing the SPSS. The study reveals that the majority of Indonesian ELT teachers defined learner autonomy as learners' responsibility for taking care of his own learning independently with less support of the teacher and making decisions about how they learn in which the teacher played a major role in promoting and developing learner autonomy. Furthermore, most teachers confirmed that their students are able to be autonomous and are quite sure that they will succeed in promoting learner autonomy. However, learner autonomy is important in EFL learning, but there are some constraints that teachers face and need to overcome. The study underlines the importance of teachers taking a professional training workshop, in order to help them to get more information and improve their knowledge of learner autonomy. Keywords—digital era; EFL; learner autonomy; teachers' role
印尼英语教师对语言学习者自主的信念
本研究旨在探讨印尼英语教师对学习者自主的看法。采用问卷调查法对36名英语教师的自主学习意识进行调查。采用SPSS统计软件对数据进行描述性分析。研究表明,大多数印尼英语教学教师将学习者自主定义为学习者独立负责自己的学习,而教师的支持较少,并决定如何学习,其中教师在促进和发展学习者自主方面发挥了主要作用。此外,大多数教师都确信他们的学生能够自主学习,并且确信他们会成功地促进学习者的自主学习。然而,学习者的自主性在英语学习中是很重要的,但也有一些教师面临和需要克服的限制。该研究强调了教师参加专业培训研讨会的重要性,以帮助他们获得更多的信息,提高他们对学习者自主的认识。Keywords-digital时代;英语;学习者自主性;教师的角色
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