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Journal articles on the topic 'Teacher and learner roles'
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1
Agustiani, Indah Windra Dwie. "MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS." English Community Journal 3, no. 1 (July 15, 2019): 289. http://dx.doi.org/10.32502/ecj.v3i1.1694.
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This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.
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Cotterall, Sara. "Roles in autonomous language learning." Australian Review of Applied Linguistics 21, no. 2 (January 1, 1998): 61–78. http://dx.doi.org/10.1075/aral.21.2.04cot.
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Abstract The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individuals actually adopt. The paper concludes by considering how new or modified roles might most effectively be presented.
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Roesler, Rebecca A. "Independence Pending." Journal of Research in Music Education 64, no. 4 (November 24, 2016): 454–73. http://dx.doi.org/10.1177/0022429416672858.
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The purposes of the present study were to identify the teacher behaviors that preceded learners’ active participation in solving musical and technical problems and describe learners’ roles in the problem-solving process. I applied an original model of problem solving to describe the behaviors of teachers and students in 161 rehearsal frames extracted from 43 lessons with five artist-teachers. Results indicate that the number and type of learner problem-solving components varied according to the preceding teacher behavior. The teacher behaviors that most often preceded learner problem solving were varying the specificity of feedback and directives, asking questions, demonstrating contrasting options, stating principles, and refraining from answering learners’ questions.
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Han, Ligang. "On the Relationship Between Teacher Autonomy and Learner Autonomy." International Education Studies 13, no. 6 (May 29, 2020): 153. http://dx.doi.org/10.5539/ies.v13n6p153.
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With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between teacher autonomy and learner autonomy in foreign language education and teacher education. This paper sheds light to foreign language education and teacher education in that language teachers should change their traditional roles to ones catering and facilitating the development of learner autonomy, and teacher education and training programs should include and design courses, practicum to enhance and promote teacher-learner autonomy.
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Widdowson, H. G. "The roles of teacher and learner." ELT Journal 41, no. 2 (April 1, 1987): 83–88. http://dx.doi.org/10.1093/elt/41.2.83.
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Alonazi, Saleema M. "The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia." English Language Teaching 10, no. 7 (June 11, 2017): 183. http://dx.doi.org/10.5539/elt.v10n7p183.
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Today, learner autonomy is considered as a desirable goal in language education. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of language education. The objective of the study was to investigate the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school, with emphasis on the important roles of the facilitator, counselor, resource and manager. A survey questionnaire was used in this study to elicit the responses of 60 EFL teachers in Riyadh during the academic year 2015-2016. The findings of this study revealed that English language teachers often encouraged autonomous learners in their classrooms. They usually implemented different teaching strategies, which demonstrated the four roles: facilitator, counselor, resource and manager. Moreover, the findings showed that teachers were hindered by some difficulties including learners’ lack of independent learning skills, rules and regulations applied in schools, and teachers’ lack of basic strategies to encourage autonomous learning. Furthermore, the teachers believed that approaches such as teachers’ continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers’ independence, and offering teachers with professional development programs on learner autonomy can be helpful in developing both learner and teacher autonomy.
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Soldaat, Leza J. "More Than a Teacher: Understanding the Teacher-Learner Relationship in a Public High-School in South Africa." Journal of Educational and Developmental Psychology 9, no. 1 (April 26, 2019): 77. http://dx.doi.org/10.5539/jedp.v9n1p77.
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Teaching is considered a caring occupation due to the nature of the interaction between teachers and learners (Hocschild, 1983). Care giving can be a demanding task, however, emotional labour invested in the occupation – with regards to their relationships with learners – contributes to job satisfaction, commitment and be emotionally rewarding. The proximity or distance of these relationships are dependent on five emotional geographies, namely socio-cultural, moral, professional, physical, and political relatability (Hargreaves, 2001). This paper draws on a case study of teachers at a former Model C high-school in South Africa to examine the formation and development of relationships formed between the teacher and learner. The article suggests that teachers adopt three additional roles outside that of teaching. These roles, the coach, counsellor, and parental figure, foster emotional understanding (Denzin, 1984) between the teacher and learners, which creates a positive classroom climate. These roles are deemed necessary for the fulfilment of successful relationships with learners. However, there are challenges which teachers face when attempting to develop these bonds with learners, which include a negative classroom climate, socio-cultural distance, and sexual harassment – faced by women teachers.
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Yuzulia, Irza. "EFL Teachers’ Perceptions and Strategies in Implementing Learner Autonomy." Linguists : Journal Of Linguistics and Language Teaching 6, no. 1 (July 13, 2020): 36. http://dx.doi.org/10.29300/ling.v6i1.2744.
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Learner autonomy is essential in order to make the students become responsible for their own learning. However, it does not mean that the students are fully independent of their own learning. The teacher’s roles and presence are important to introduce the students to the concept of autonomous learning as well as to promote strategies to foster learner autonomy. This study aims to find out the teachers’ perceptions of the concept of learner autonomy and to find out the strategies used by the experienced and the novice English teacher to implement learner autonomy. This qualitative study was conducted in public senior high schools in Bandung. An experienced and a novice English teacher were involved in this study. The data in this study were collected through observation, interview and questionnaire. The study revealed that experienced and novice teacher hold almost the same perceptions that autonomy means the students’ active role in managing their own learning. The teachers pointed out that autonomous learning gives benefits to students’ learning. However, the experienced teacher was more optimist than the novice teacher regarding the possibility to promote learner autonomy which affects their classroom practices to promote learner autonomy. It is proved that the experienced teacher offers more strategies since she believed that learner autonomy is applicable for all language learners despite students' ages, levels of proficiency and cultures. It was found that the teachers used blogs, self-journal, videoconference and collaboration as strategies to promote learner autonomy.
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Tudor, I. "Teacher roles in the learner-centred classroom." ELT Journal 47, no. 1 (January 1, 1993): 22–31. http://dx.doi.org/10.1093/elt/47.1.22.
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Patrice Aime, Djelle Opely. "Relation Affective Entre Apprenant-Enseignant: Cas De Certains Lycees De Cȏte d`Ivoire." European Scientific Journal, ESJ 12, no. 22 (August 30, 2016): 150. http://dx.doi.org/10.19044/esj.2016.v12n22p150.
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This article is meant to work on teacher-learner relationship and the outcomes of the student-knowledge. The aim is to determine the impact of the teacher-learner relationship on the good atmosphere on creating a good learning environment in the learning process. The assumption is that teacher’s positive attitude toward learners always favours a good learning atmosphere environment. Our methodology will be based on semi directive interviews, questionnairs and inquiries on the class beginning atmosphere, classroom chronicles and evaluations meant to teachers and students in some middle schools and high schools schools in Côte d’Ivoire. The results tell us that emotion in teacher-student relationship plays various roles in the reasoning-learning process, for « they are the heart of human beings mental life ».
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Wiraningsih, Putu, and N. L. P. E. S. Dewi. "The roles of EFL Teachers in Promoting Learner Autonomy." Jurnal Pendidikan dan Pengajaran 53, no. 1 (May 10, 2020): 13. http://dx.doi.org/10.23887/jpp.v53i1.19241.
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This study is a descriptive-qualitative study which aimed to describe the roles of EFL teachers in promoting learner autonomy. Four EFL teachers in seventh grade junior high schools were selected as the subject of this study. The data were collected through questionnaire and observation techniques. In collecting the data, two kinds of instruments were used, namely, questionnaire and observation sheet. The result of this study revealed that in promoting learner autonomy, the teachers perform the roles as facilitator, counsellor, resource and manager/organizer. Considering the result of the study, the teacher should involve their students in the decision making process of learning activity, not only in selecting the technique or approach, but also in all aspects of learning process such as selecting objectives of the course, managing classroom and selecting the materials. Schools also need to support their teachers in developing innovative strategy especially in promoting learner autonomy. The schools should offer teachers with professional development programs on learner autonomy such as following workshops. For further researchers, considering the challenges met by the EFL faced by the EFL teachers in promoting learner autonomy is needed.
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Ahsanu, Muhamad, and Dyah Wijayawati. "PERSPECTIVES AND PRACTICES FROM INDONESIAN EFL TEACHERS ON LANGUAGE ADVISORS’ ROLES IN FOSTERING LEARNER AUTONOMY." JURNAL SPHOTA 12, no. 2 (September 29, 2020): 39–51. http://dx.doi.org/10.36733/sphota.v12i2.948.
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Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.
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Subramanian, A. "TEACHER EDUCATION FROM E-LEARNER TO E-TEACHER." International Journal of Research -GRANTHAALAYAH 5, no. 4(SE) (April 30, 2017): 25–31. http://dx.doi.org/10.29121/granthaalayah.v5.i4(se).2017.1946.
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E-learning and e-teaching systems are involved in teachers professional activities and development in several ways (a) If e-learning/e-teaching is the technology which supports the process of teachers learning of university courses, the teacher is in the position of e-learner; (b) If e-learning/e-teaching is the content of the teachers university curricula in order to be applied in the teaching process, the teacher switches from the position of e learner to the one of e-teacher in blended or total e-learning systems. Systematic formal teacher education concerning e-learning/e-teaching implementation, and the structure of teachers ICT competencies and e-competencies, as well as the reasons for their occurrence, are considered. Teachers can be in a position of the creator of e-teaching process or the user of the e-teaching/e-learning attainment. Teachers need to re-think their underlying assumptions about teaching, about learning process, and, most fundamentally, about their role as educators. Teacher activities in e-teaching scenarios can be broken into two major tasks: providing the content for the students and supporting communication between students and tutors. Both tasks pose problems to teachers who are used to follow more traditional teaching methods so far. Therefore, modern teachers and e-teachers must be able to organize different types of e-learning and e-teaching scenarios. E-teaching requires a wide spectrum of e-roles. It is necessary for teachers in e-education environment to acquire sufficient knowledge about e-teaching and e-learning. e-learning can contribute to addressing each challenge by enhancing the preparation of new teachers, providing high quality and readily accessible professional development opportunities for active teachers, and making the teaching profession more attractive. The paper suggests that e-learning potential is a powerful tool for directing the teacher’s quality challenges and obtaining e-teaching competencies. E-learning for teachers must reflect the principles of effective teachers’ professional development.
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Darsih, Endang. "LEARNER-CENTERED TEACHING: WHAT MAKES IT EFFECTIVE." Indonesian EFL Journal 4, no. 1 (January 29, 2018): 33. http://dx.doi.org/10.25134/ieflj.v4i1.796.
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Learner-centered teaching is a teaching approach that is increasingly being encouraged in education. In Indonesia, learner-centered teaching has been an obligation for teachers to be implemented since the government decided to try out the new designed curriculum, the 2013 curriculum. However, it is not always effective since teachers are lack of creativity, lack of responsibility and knowledge. Therefore, this study was sought to find out teacher�s efforts and their roles in implementing learner-centered teaching effectively. The study involving two English teachers revealed that several efforts done by teachers in learner-centered teaching are; 1) let the students do the hard messy work of learning because they are not passive recipients of knowledge, 2) give autonomy and responsibility to students for material they learn and their own learning in general, 3) use highly engaging core content that meets the needs of the students, 4) give feedback to help students to improve, and 4) utilize multiple teaching techniques appropriate for student learning goals. Several roles of teachers in learner-centered teaching are as guides, facilitator and coaches. Teachers also play important roles in creating an environment that fosters students� learning, accommodates different learning styles, and motivates students to accept responsibility for learning.Keywords: Learner-centered teaching, teaching approach, teachers� efforts & roles
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Gomez, Angelie M. C., and Wilfred D. Bidad. "Teachers’ beliefs in providing education to indigenous learners: meaning, context and purpose." Sapienza: International Journal of Interdisciplinary Studies 2, no. 1 (March 30, 2021): 269–82. http://dx.doi.org/10.51798/sijis.v2i1.77.
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This study determined the beliefs of teachers teaching Bagobo- Tagabawa learners in five remote secondary schools in Davao del Sur. It sought to understand beliefs as well as the factors that shaped these beliefs. Sentiment analysis was also done to further understand the nature of these beliefs. Using convergent parallel mixed method, the researcher conducted a survey to 48 teachers, 3 sets of focus group discussions and 14 in-depth interviews. Results indicated that the teachers held both learner- centered and non- learner centered beliefs about learners and learning and teaching. They also portrayed roles in the classroom as educator, counsellor, controller, resource provider, second parents and learners. Cultural context, institutional context, self- awareness, self- reflection and personal beliefs, prior experiences, teacher education preparation and learners’ needs, interest and performance were the factors that shaped teachers’ beliefs. Teachers and IP learners conveyed the following sentiments: angry, anticipation, disgust, fear, joy, sadness surprise and trust during the interviews.
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Yu, Rongmei. "On Fostering Learner Autonomy in Learning English." Theory and Practice in Language Studies 10, no. 11 (November 1, 2020): 1414. http://dx.doi.org/10.17507/tpls.1011.09.
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With the teaching of English being more and more communicative, the tradition teacher-centered approach is facing a big challenge and is being replaced by the learner-centered one. It means that learners will assume greater responsibility for their own English learning. Therefore, fostering learner autonomy is of the utmost importance in the teaching of English. Over the last ten years, fostering learner autonomy has become the chief concern in the field of English language teaching. As a result, many records have been obtained in different studies of learner autonomy. This paper aims at an exploration of fostering learner autonomy in the teaching of English and learners' attitudes, motivation and strategies. Because, serve as three important conditions for learner autonomy in the teaching of English. These conditions will largely influence the learning of learner autonomy. On the basis of the above exploration learner training for fostering learner autonomy, must entail two aspects. Firstly, setting up self-access centers can provide learners with an autonomy-supportive learning environment, which will contribute to enhancing learners' motivation and can strengthen their confidence in their English learning. Secondly, teachers themselves should reconsider their roles in fostering learner autonomy. They should act as facilitators, counselors and resource rather than classroom controllers. In this way, learners can feel more willing to accept responsibility for their own learning and strengthen their ability to do so.
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Erel, Sevgi, and Hasan Bedir. "Exploring Turkish EFL Instructors’ Perceptions on Learner Autonomy through Metaphor Elicitation Technique." Acta Educationis Generalis 11, no. 1 (April 1, 2021): 43–62. http://dx.doi.org/10.2478/atd-2021-0004.
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Abstract Introduction: This study analysed Turkish instructors’ metaphors identifying learners in terms of learner autonomy. Methods: In the present study we proposed a mixed methods approach to the investigation of the images created by the participants. Results: The metaphors produced by the participants showed that instructors see both themselves and learners as active agents in teaching and learning process. Discussion: The variety of metaphors grouped into eight categories reflected the broad range of perception of instructors have for learners. Limitations: 80 non-native English-speaking Turkish instructors were the participants of the study. Their qualifications were varied from graduate degree to doctoral degree on ELL or ELT and their teaching experience varied from recent graduates with one year of experience to considerable veteran instructors with 27 years of experience in teaching English. Conclusion: We observed that instructors perceive learner autonomy in many perspectives while they assign themselves some main roles in teaching and learning process. The findings also revealed a variety of teacher conceptualization of learner metaphors such as sponge, tree, traveller, puppet, cone, and empty canvas most of which are positive. The information may shed light on the attempts to promote learner autonomy, to understand teachers in practice better and to support teacher development.
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Goodrich, Andrew, Elizabeth Bucura, and Sandra Stauffer. "Peer Mentoring in a University Music Methods Class." Journal of Music Teacher Education 27, no. 2 (September 13, 2017): 23–38. http://dx.doi.org/10.1177/1057083717731057.
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The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.
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Hashim, Yusup. "Learner Evaluation on the Use of Collaborative Instructional Method and Instructional Media." Journal of Educational Technology Systems 25, no. 4 (June 1997): 363–72. http://dx.doi.org/10.2190/70qc-tatl-920p-107n.
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We have heard of instruction being teacher-directed, giving less learner participation in the teaching-learning process. This article examines the roles of teacher-facilitator and students in classroom instruction. Inservice teachers enrolled in an educational technology course took over the classroom instruction while the class teacher managed the instructional process. Throughout the course, students worked together to prepare their lessons and the instructional media and method to be used in instruction. At the end of the course, participants evaluated the media and method used during instruction. Results of the evaluation showed in-service teachers preferred the learner-centered and collaborative approach. The collaborative method helped them to learn the use of instructional data.
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Benson, Phil, and Jing Huang. "Autonomy in the transition from foreign language learning to foreign language teaching." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 421–39. http://dx.doi.org/10.1590/s0102-44502008000300003.
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This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.
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Mostafa Khalil, Safaa, and Amira Desouky Ali. "Exploring EFL Teachers’ and Students’ Perceptions of Learner Autonomy in Egyptian Technical Schools." International Journal of English Language Education 6, no. 2 (July 22, 2018): 1. http://dx.doi.org/10.5296/ijele.v6i2.13408.
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This study aimed at exploring the perceptions of learner autonomy of 265 students and 89 EFL teachers in technical secondary schools in Egypt. Both qualitative and quantitative data were collected through student questionnaire, teacher questionnaire, and teacher interviews. The findings revealed that the participants; students and teachers, have positive views about learner autonomy in language learning. Students were generally aware of the autonomy-boosting practices and teachers’ roles in fostering autonomy. Students were neutral about their ability to choose course materials and use appropriate strategies to learn English. The results also showed that EFL teachers had clear understanding of the concept of learner autonomy and were mostly aware of its importance in EFL classes. However, they perceived their students as non-autonomous due to individual and institutional challenges. Both students and teachers were unsure about the relation between cultural backgrounds and autonomy in language learning. Based on the results, some pedagogical implications and recommendations for future research for promoting learner autonomy in secondary technical schools have been provided.
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Thies-Sprinthall, Lois, and Norman A. Sprinthall. "Experienced Teachers: Agents for Revitalization and Renewal as Mentors and Teacher Educators." Journal of Education 169, no. 1 (January 1987): 65–79. http://dx.doi.org/10.1177/002205748716900106.
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After reviewing much recent research and theory, the article outlines the current status of developmental stage concepts as a basis for the teacher as an adult learner. There is substantial evidence to support the view that adults who process experience at higher and more complex levels of development perform more adequately in complex human helping roles. Using a developmental model, a system is then outlined for training both mentor teachers and educators of mentor teachers. Such new roles have substantial potential for revitalizing experienced teachers, promoting their developmental growth, and improving the quality of supervision for beginning teachers.
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Okazaki, Hirofumi, Yusuke Kanai, Masa Ogata, Komei Hasegawa, Kentaro Ishii, and Michita Imai. "Toward Understanding Pedagogical Relationship in Human-Robot Interaction." Journal of Robotics and Mechatronics 28, no. 1 (February 18, 2016): 69–78. http://dx.doi.org/10.20965/jrm.2016.p0069.
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[abstFig src='/00280001/07.jpg' width=""300"" text='Investigating pedagogical relationship' ]This study aims to investigate the behavior of a person who teaches a robot, and the behavior required for the robot to learn from such a person. A robot used for education needs to have a pedagogical relationship, namely, to understand the roles of teacher and learner, and recognize user behavior. In order for a robot to establish a pedagogical relationship with people, it has to understand the characteristic behavior of the person teaching it. Moreover, the robot needs to demonstrate to its “teacher” the characteristic behavior learned from this person. For this purpose, we observe and analyze through case studies the characteristic behavior of a human teacher and the effectiveness of the behavior designed for the robot. The results of the observation and analysis of a situation where a person teaches a robot a game on a tablet device show that, as the robot attempted through trial-and-error to perform the actions learned from the human teacher, the latter became more careful when teaching, and attempted to verify what the robot expressed to show its human teacher how much it understood.
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Neupane, Nabaraj. "Trajectories of Teacher Traits: Professional, Administrative, and Social Roles." Journal of Practical Studies in Education 1, no. 1 (August 25, 2020): 1–5. http://dx.doi.org/10.46809/jpse.v1i1.7.
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Teaching in higher education has undergone numerous paradigm shifts from teacher-centred authoritative to learner-centredcritical and culturally responsive/relevant pedagogies. Further, single method-boundedness has been substituted by theintegration of pedagogies via eclecticism in the post-method contexts. Further, virtual learning and paperless classroom,which were not dreamed in the past, has become realistic because of the innovative practices in the domain of informationand communication technology in education in general and the pandemic situation created by COVID19 specifically. Theseshifts have sparked tremendous changes in the teaching field. Based on these presumptions, this article aims to envisageteachers’ multifarious roles to play and tasks to perform. To achieve this aim, I have adopted a document analysis methodthat lies within the typology of the qualitative approach. Moreover, I have found three main categories of teachers’ rolesincluding professional, administrative, and social. These roles present a portrait of wholistic teacher traits inside and outsidethe classroom. The study implies that teachers should be capable of negotiating their roles and tasks based on the contextsthey encounter.
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Ahn, So-Yeon, and Gordon Blaine West. "Young learners’ portrayals of ‘good English teacher’ identities in South Korea." Applied Linguistics Review 9, no. 2-3 (May 25, 2018): 225–48. http://dx.doi.org/10.1515/applirev-2016-1064.
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AbstractIn the climate of shifting language policies and constant influx of native English-speaking teachers to South Korea, the question of what constitutes a “good” language teacher (GLT) arises. To this end, the present study examines how 577 young English learners (K-6th grade) come to demonstrate their understanding of GLT by making use of visual images and written narratives. A social semiotic, multimodal approach to analysis is employed to scrutinize how these textual and visual narratives construct and/or presuppose a certain image of teacher identity and, as a result, display societal ideologies (Jewitt 2009). The findings yield two dimensions with regard to the objects associated with GLTs, an emotional/abstract dimension and a teaching-related dimension, and the differing use of these objects in relation to teacher gender indicating students’ awareness of teacher roles and gender. Moreover, the ways in which learners place themselves in the storied worlds seem to provide evidence for how teacher identity is, in fact, co-constructed with the notion of learner identity. Thus, the study underscores the complex nature of GLT identity construction and further highlights the benefits of using both textual and visual methods to gain better insights into learners’ beliefs about, attitudes towards, and perspectives on teachers, students, and language learning.
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Haycock, Carol-Ann. "Resource-Based Learning: A Shift in the Roles of Teacher, Learner." NASSP Bulletin 75, no. 535 (May 1991): 15–22. http://dx.doi.org/10.1177/019263659107553505.
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Sitepu, B. P. "BELAJAR BERBASIS ANEKA SUMBER DALAM PENDIDIKAN NONFORMAL." JIV 6, no. 2 (December 30, 2011): 169–79. http://dx.doi.org/10.21009/jiv.0602.7.
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Paradigm shift in education has made significant change in the roles of teacher and student in teaching and learning process. In the new paradigm the student become the axis of teaching and learning process. The student makes the choice in learning objective, learning materials, and learning resources based on his/her learning style. The teacher acts more as a learning designer, learning manager, and tutor. The learning theory development tends to provide the learner with learning skills to enable them to be independent learners to life-long learning. However, the learning theories are mostly discussed in the formal eduacation situation, though the theories are also apllicable for nonformal education. This article discusses how the current learning theories can be implemented in nonformal education. The discussion is limited on the application of learning resources development in early childhood education and learning community centers. The discussion ends with a strong conclusion that resources based learning theory are potential and need to apply in nonformal education under a condition that there should be some changes in the roles of teachers/instructors, learners, and the nonformal institution.
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Saqr, Sumaya, and Lilly Jacqueline Tennant. "Emirati General Education Pre-service Teachers’ Preparedness for Diversity in Inclusive Classrooms." International Journal of Education 8, no. 2 (June 23, 2016): 105. http://dx.doi.org/10.5296/ije.v8i2.9396.
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<p>Today’s general education classrooms continue to become increasingly diverse. Educational<br />diversity and the high expectations for all learners have a profound impact on pre-service<br />teacher preparation. This paper explores Emirati general education pre-service teachers’<br />perception of preparedness to effectively instruct diverse learners including those with<br />exceptionalities. Individual and focus group interviews and student teaching internship<br />portfolios were used to examine Emirati pre-service teachers’ beliefs about their roles and<br />responsibilities in the diverse classrooms of today. Findings shed light on the impact of<br />teacher preparation on their perceived readiness, willingness, and abilities to meet the wide<br />range of learner needs through inclusive practices. Moreover, several areas presented<br />challenges to the pre-service teachers during their teaching practice. The study also identified<br />issues with current teacher preparation practices, program coordination or collaboration<br />efforts, and practicum experience necessary for pre-service teachers. Based on the findings,<br />recommendations for reassessing the content and structure of higher education teacher<br />preparation programs are discussed.</p>
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Carroll, Robert G. "The 2014 Claude Bernard Distinguished Lecture: the social contract of learning." Advances in Physiology Education 39, no. 1 (March 2015): 1–4. http://dx.doi.org/10.1152/advan.00135.2014.
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The shift to competency-based education expands the role of the teacher from that of a provider of information and into a shaper of knowledge, skills, and attitudes. These roles are facilitated by establishing a social contract between the instructor and learner, a contract that clearly defines the rights and duties of each. Adopting greater responsibility for the development of competencies in our learners allows faculty members to truly have an impact by shaping the behaviors of learners.
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Roscoe, Rod D., Kyrsten Novak, Amanda King, and Melissa M. Patchan. "Exploring Higher Agency Roles for Learning with Educational Technology and Multimedia." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 62, no. 1 (September 2018): 2074–78. http://dx.doi.org/10.1177/1541931218621468.
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Educational technologies with multimedia content can support effective learning, but these outcomes are moderated by learners’ level of cognitive engagement or self-regulation. As a way to encourage deeper cognitive engagement without redesigning or redeveloping software (e.g., building more prompts, scaffolds, or automated support), this study investigates changing the role of the student user. Specifically, this research considers how instituting a “designer” or “teacher” role may inspire better engagement and learning than the default “learner” role. We present the theoretical background, design, and results of an exploratory study of this hypothesis with college students learning about cohesion in writing.
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Obilişteanu, Georgeta, and Brânduşa-Oana Niculescu. "Teacher Control In The Second Language Classes." International conference KNOWLEDGE-BASED ORGANIZATION 21, no. 2 (June 1, 2015): 618–23. http://dx.doi.org/10.1515/kbo-2015-0105.
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Abstract An important aspect taken into consideration in making the distinction between the traditional and the modern methodologies used in teaching a second language is related to the control exercised by the teacher in managing the foreign language environment. The traditional methodology is largely teacher-centred, with the teacher playing a very dominant role as the organizer and the controller of all classroom activities, as well as the evaluator of the learners’ performance. The modern methodology is learner-centred, allowing students to take centre stage and get a hands-on practical experience of using the language for communicative purposes. Nevertheless, this distinction should not lead to the diminishing of the teacher’s power and authority since making the shift from the teacher as total controller of all that happens in the class to mediator/facilitator supposes a multitude of roles that he/she has to assume within the classroom. The efficiency of a foreign language teacher can be determined by the level of development of the language competences as mirrored in the learners’ listening, reading, writing and speaking skills. The necessity and importance of classroom teaching control must be emphasized, as well as the roles a teacher plays in achieving the objectives proposed for each lesson.
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Rubin, Joan. "Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador." Profile: Issues in Teachers´ Professional Development 21, no. 2 (July 1, 2019): 145–53. http://dx.doi.org/10.15446/profile.v21n2.75121.
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Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.
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Yeung, Marine. "Exploring the Construct of Learner Autonomy in Writing: The Roles of Motivation and the Teacher." English Language Teaching 9, no. 8 (June 26, 2016): 122. http://dx.doi.org/10.5539/elt.v9n8p122.
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<p>Learner autonomy is widely recognized as a desirable educational goal in second language contexts. However, the lack of domain-specificity in research related to learner autonomy, compounded with the diverse views on its connotations, makes it difficult to either nurture or measure. This paper reports on a study that explored the construct of learner autonomy in the area of writing using quantitative data collected in the naturalistic settings of three secondary school classrooms in Hong Kong. In this study, learner autonomy was proposed as a construct consisting of autonomous attitudes including motivation, self-confidence and independence from the teacher, and autonomous skills embracing strategy use and metacognitive knowledge. A questionnaire was designed accordingly to measure changes in the participants after a writing programme that adopted the process writing approach, the potential of which in fostering traits of learner autonomy had been demonstrated in previous studies and was further explored in this study. Findings gathered through factor analysis on the questionnaire data, followed by a paired-sample t-test to investigate changes in the participants after the writing programme, suggest that a degree of independence from the teacher may possibly be a prerequisite for autonomy development in terms of writing skills, while motivation may have a more important role to play in its subsequent development.</p>
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Reddy, Shalini T., Matthew H. Zegarek, H. Barrett Fromme, Michael S. Ryan, Sarah-Anne Schumann, and Ilene B. Harris. "Barriers and Facilitators to Effective Feedback: A Qualitative Analysis of Data From Multispecialty Resident Focus Groups." Journal of Graduate Medical Education 7, no. 2 (June 1, 2015): 214–19. http://dx.doi.org/10.4300/jgme-d-14-00461.1.
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Abstract Background Despite the importance of feedback, the literature suggests that there is inadequate feedback in graduate medical education. Objective We explored barriers and facilitators that residents in anesthesiology, emergency medicine, obstetrics and gynecology, and surgery experience with giving and receiving feedback during their clinical training. Methods Residents from 3 geographically diverse teaching institutions were recruited to participate in focus groups in 2012. Open-ended questions prompted residents to describe their experiences with giving and receiving feedback, and discuss facilitators and barriers. Data were transcribed and analyzed using the constant comparative method associated with a grounded theory approach. Results A total of 19 residents participated in 1 of 3 focus groups. Five major themes related to feedback were identified: teacher factors, learner factors, feedback process, feedback content, and educational context. Unapproachable attendings, time pressures due to clinical work, and discomfort with giving negative feedback were cited as major barriers in the feedback process. Learner engagement in the process was a major facilitator in the feedback process. Conclusions Residents provided insights for improving the feedback process based on their dual roles as teachers and learners. Time pressures in the learning environment may be mitigated by efforts to improve the quality of teacher-learner relationships. Forms for collecting written feedback should be augmented by faculty development to ensure meaningful use. Efforts to improve residents' comfort with giving feedback and encouraging learners to engage in the feedback process may foster an environment conducive to increasing feedback.
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Kumaravadivelu, B. "ENGLISH LANGUAGE TEACHING IN INDIA: ISSUES AND INNOVATIONS.R. K. Agnihotri and A. L. Khanna (Eds.). New Delhi, India: Sage, 1995. Pp. 338. $42.00 cloth." Studies in Second Language Acquisition 19, no. 3 (September 1997): 409–10. http://dx.doi.org/10.1017/s0272263197223065.
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This collected volume on English language teaching (ELT) in India contains 22 articles written by Indian teachers and researchers. The book has been divided into six sections. The first section—“Problematizing ELT in India”—offers a critical, historical perspective along with innovative ideas for making English language learning and teaching meaningful and purposive in modern India. The second section—“Nature of ELT Materials”—demonstrates how the ELT materials used in Indian classrooms are not embedded in local needs and indigenous contexts. The section emphasizes the importance of developing instructional materials that not only make use of the rich linguistic and cultural resources available in India but also promote effective communication skills among the learners. The third section—“Learner Profiles”—provides interesting insights into the needs, wants, and lacks of Indian learners of English. This section shows how the instruments of needs analysis developed in monocultural and monolingual settings are inadequate for assessing the needs and wants of learners in multilingual and multicultural India. The fourth section—“Classroom Issues”—focuses on certain central issues affecting teaching and learning in the classroom context, particularly the role of native language knowledge and skills that Indian learners bring with them. The fifth section—“Course Evaluation and Teacher Development”—suggests ideas for making teacher education responsive to the changing roles and responsibilities of language teachers. The sixth and final section—“Curriculum Change”—deals with the principles and procedures for curricular changes that are in tune with the evolving knowledge about learning and teaching and the increasing desire for learner control of the process of materials development and evaluation.
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KC, Anil, and Sandesh Karki. "Reflection on Peer Assisted Learning at PAHS." Journal of Patan Academy of Health Sciences 1, no. 1 (July 20, 2015): 54–56. http://dx.doi.org/10.3126/jpahs.v1i1.13021.
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Peer tutoring is an organized learning experience in which one student serves as the teacher or tutor, and one is the learner or tutee. Peerteachers and their students share a similar knowledge base and learning experience, which allows the peer-teachers to use language that their learners understand and to explain concepts at an appropriate level. Peerteachers and student-learners also share a similar social context because of their similar social roles, and because of this, student learners feel more at ease with a peer teacher than with a senior clinician. Peer tutoring is a beneficial way for students to learn from each other in the classroom and in small groups, so benefit is not only for the tutee but also to the tutor, predominantly through the development of their own clinical and teaching skills and from the positive feedback obtained by their tutees, thus creating a highly pleasant learning atmosphere and a win-win situation for all.DOI: http://dx.doi.org/10.3126/jpahs.v1i1.13020 Journal of Patan Academy of Health Sciences. 2014 Jun;1(1):54-56
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El Mouhayar, Rabih. "Teachers’ use of language in multilingual mathematics classrooms during trouble-spots." Avances de Investigación en Educación Matemática, no. 19 (May 2, 2021): 21–38. http://dx.doi.org/10.35763/aiem.v0i19.405.
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Mathematics teaching in a foreign language may lead to discrimination for some learners specifically during trouble-spots that require the construction of shared-understanding. This research compares teacher-learner interaction in two classrooms of Lebanon where mathematics is taught in a foreign language. Eighteen lessons were recorded and transcribed, and utterances of teacher and learners were coded at the levels of: school; session; interlocutor; language use; move and function. Quantitative analysis of language use and qualitative illustrations of representative sequences are reported. The triadic dialogue as the dominant mode of interaction and the multilingual nature of language were found unique aspects of classroom teacher talk. Differences in the roles of language as a resource for meaning-making were also identified. Findings are discussed within sociocultural and ethnomethodological views of language as a medium to achieve mathematics teaching and learning.
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Shah, Rajendra Kumar. "Child Centered Education: Criticisms." Shanlax International Journal of Education 8, no. 1 (December 1, 2019): 22–37. http://dx.doi.org/10.34293/education.v8i1.1253.
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There have been quite a lot of concerns and arguments over the appropriateness of CCE for developing countries where the social and cultural values, educational traditions, and available resources are so different from the West. Most of the educationists argue for the teacher centred formalistic approach which is believed to be more suitable for contexts where resources are sufficient and teacher professional capability is very high. Issues related to CCE in developing countries have been the focus of discussion from 1980s and particularly the 1990s. The major intention of the present study to explore the major criticisms related to child centered education. Eleven serious criticisms: danger of centeredness; absenting knowledge; learner centeredness: scientifically validated?; freedom versus discipline; practicality of learner centered teaching; individual and society; the absence of authentic social relationships; teacher's roles; natural Sequence of development; the powerless female teacher and child; and the free and individual child: an illusionary and decontextualized construct have been discussed in the present article.
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Tarsono, Tarsono. "APLIKASI KONSELING ISLAMI PADA ANAK USIA DINI." Psympathic : Jurnal Ilmiah Psikologi 5, no. 1 (February 27, 2018): 471–81. http://dx.doi.org/10.15575/psy.v5i1.2143.
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Young learner education aims to increase belief, personality, and daily worship. This research focus on parents and teachers roles increasing belief of children in kindergarten. Islamic counseling in kindergarten is not spesifically programmed since it is still integrated with religion program. Applying moral and religious values is considered important including 1) basic belief to Allah SWT, 2) basic personality, and 3) children habit in daily worship. Result shows that some children in kindergarten have not applied daily worship appropriately. Parents support are asking praying together, inviting religion teacher, and providing media. Teacher can make schedule for praying together and making media of praying.
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Brooks-Lewis, Kimberly Anne. "Sharing Roles in the Classroom: Everyone is a Teacher, Everyone is a Learner." Procedia - Social and Behavioral Sciences 46 (2012): 4962–66. http://dx.doi.org/10.1016/j.sbspro.2012.06.368.
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Lintangsari, Alies Poetri, and Ive Emaliana. "Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers." International Journal of Evaluation and Research in Education (IJERE) 9, no. 2 (June 1, 2020): 439. http://dx.doi.org/10.11591/ijere.v9i2.20436.
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Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.
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Newcomer, Phyllis, Barbara Nodine, and Edna Barenbaum. "Teaching Writing to Exceptional Children: Reaction and Recommendations." Exceptional Children 54, no. 6 (April 1988): 559–64. http://dx.doi.org/10.1177/001440298805400610.
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The research and instructional recommendations in this issue are aimed at further understanding of the process model. The implications for teaching writing are discussed in terms of roles for the teacher and the learner. Recommendations for domains of future research are presented.
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Kangas, Sara E. N. "Why Working Apart Doesn’t Work at All: Special Education and English Learner Teacher Collaborations." Intervention in School and Clinic 54, no. 1 (March 22, 2018): 31–39. http://dx.doi.org/10.1177/1053451218762469.
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With many students learning English also identified with disabilities in public schools, collaborations across special education and English learner (EL) education are critical to promoting these students’ academic and linguistic development. Yet, many special education and EL teachers work independently of one another, focusing on their own specialized roles. In the process, students with disabilities who are learning English receive fragmented, inadequate special education and EL services. This article provides specific strategies—cocreating individualized education programs and instituting consultations—special education and EL teachers can implement to break out of their isolated roles and to build synergistic relationships that benefit the learning of students with disabilities who are learning English.
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Chia, Alexius, Stefanie Chye, and Bee-Leng Chua. "The Autonomous Thinking Teacher: Preparing English Teachers for the 21st Century." English Teacher 50, no. 2 (August 1, 2021): 102–15. http://dx.doi.org/10.52696/qqyb1862.
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This concept paper describes the changes made to Singapore’s initial teacher preparation (ITP) programmes with a specific focus on its thinking teacher model (NIE, 2009) – a model of teacher agency and an approach to ITP that requires self-reflection on roles and practice, understanding theories and research, and adapting to changing learner needs (Tan & Liu, 2015). An important component of this model is a ‘meta’ course which all pre-service teachers are required to undergo. This ‘meta’ course called Professional Practice and Inquiry (PPI) initiative – which was introduced to develop reflective professionals – cuts through the entire ITP programme providing them with both a framework and a platform to curate their understandings across all their courses, reflect deeply about teaching and learning and highlight their best work. This paper demonstrates, by the use of vignettes from their reflective pieces, how the goals and various components made possible by the PPI initiative provided the impetus for English pre-service teachers to develop into autonomous thinking teachers.
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Kuebel, Christa R., Lisa Huisman Koops, and Vanessa L. Bond. "Cultivating Teachers of General Music Methods: The Graduate Years." Journal of Music Teacher Education 28, no. 1 (March 22, 2018): 10–23. http://dx.doi.org/10.1177/1057083718761812.
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The purpose of this autonarrative inquiry was to explore the professional identity development and mentoring relationships of three general music teacher educators during their time at one university. We present our stories of development and re-visioning as general music methods educators through our roles as educator, learner, and co-learner while having taught or team-taught general music methods at Case Western Reserve University (Cleveland, Ohio) over the past 10 years. Data included individual journals and transcripts of monthly Google text chats and conference calls. We analyzed the data through the commonplaces of temporality, sociality, and place, and engaged in re-storying. Investigating the process of becoming a general music methods instructor provided important insights concerning the impact of time, people, and places on the transition from music teacher to music teacher educator.
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Jones, Veronica, Yughi Kim, and Wonsun Ryu. "Intersecting Roles of Authority and Marginalization." Journal of International Students 10, no. 2 (May 15, 2020): 483–500. http://dx.doi.org/10.32674/jis.v10i2.757.
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The higher education community often views international students through a homogenous lens. To challenge the cultural norms set by the dominant group, researchers need to explore how these norms affect international teaching assistants (ITAs). The following questions guided the current study: (a) How do ITAs construct intersecting identities of teacher and learner that reflect the presence of dominant cultural norms within a predominantly White institution? (b) What strategies do ITAs use to navigate cultural and linguistic power dynamics within a predominantly White institution as they seek to establish authority? We conducted a case study through an intersectionality framework. Findings revealed participants’ marginalization, authority, and strategies to overcome oppression. We offer recommendations about power dynamics that require increased institutional support.
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Nore, Hæge. "Re-Contextualizing Vocational Didactics in Norwegian Vocational Education and Training." International Journal for Research in Vocational Education and Training 2, no. 3 (December 15, 2015): 182–94. http://dx.doi.org/10.13152/ijrvet.2.3.4.
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This article explores teachers and trainers didactical practices in different contexts in Norwegian VET: schools and workplaces. With the introduction of e-resources and e-portfolios in VET, learners as well as teachers and trainers experience a more hybrid learning-arena, which claims for a recontextualization of vocational didactics as well as re-defining roles and responsibilities of the actors. The article discuss new forms of boundary crossing, dealing with e-portfolios as boundary objects, increasing learner autonomy, transformative learning outcomes, interaction between actors and designing learning processes in hybrid learning-arenas. Vocational didactics as understood in a teacher-training context are challenged by more actors and new forms of interactivity with technological tools crossing sites. The study is based on a longitudinal study in a national project on quality assessment, interviews with teachers and trainers as well as apprenticeship training offices supported by documentary evidence from three trades: sales, plumbing and industrial mechanics.
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Rumper, Brooke, Elizabeth Frechette, Daryl B. Greenfield, and Kathy Hirsh-Pasek. "Impacts on Head Start Dual Language Learning Children’s Early Science Outcomes." Education Sciences 11, no. 6 (June 7, 2021): 283. http://dx.doi.org/10.3390/educsci11060283.
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The present study examined the roles that language of assessment, language dominance, and teacher language use during instruction play in Dual Language Learner (DLL) science scores. A total of 255 Head Start DLL children were assessed on equated science assessments in English and Spanish. First overall differences between the two languages were examined, then associations between performance on science assessments were compared and related to children’s language dominance, teacher quantity of English and Spanish, and teachers’ academic science language. When examined as a homogeneous group, DLLs did not perform differently on English or Spanish science assessments. However, when examined heterogeneously, Spanish-dominant DLLs performed better on Spanish science assessments. The percentage of English and Spanish used by teachers did not affect children’s science scores. Teachers’ use of Spanish academic science language impacted children’s performance on science assessments, but English did not. The results have implications for the assessment of DLLs and teacher language use during instruction.
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Almusharraf, Norah. "English as a foreign language learner autonomy in vocabulary development." Journal of Research in Innovative Teaching & Learning 11, no. 2 (August 10, 2018): 159–77. http://dx.doi.org/10.1108/jrit-09-2018-0022.
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Purpose An examination of the research literature suggests that no attempt has been made to examine learner autonomy development within female university-level English as a Foreign Language (EFL) students in the Kingdom of Saudi Arabia. Given that English has become the world’s predominant lingua franca for academia, business, and politics, the purpose of this paper, therefore, is to fill this gap in the literature. Design/methodology/approach This is a qualitative case study that aims to explore learner autonomy in vocabulary development. Findings The results showed that teachers are cognizant of the concept of learner autonomy. However, they are not all certain of the benefits of autonomous vocabulary learning. This study reveals how six adult learners’ levels of autonomy are highly influenced by their teachers’ practices. This study draws out suggestions for English language teachers who promote learner autonomy theory and practice. It also offers specific guidance, models, and adapted learning approaches of how to promote autonomy inside the classroom. Research limitations/implications This study encountered several limitations. The first is time: the study took place over the course of two months in the Summer of 2016, when students were fully encumbered with schoolwork and social duties. The recruitment of participants during that time was a challenge. Some of the students who agreed to participate in the study were not fully engaged in the research. Additionally, the study faced difficulties with faculty commitment – one of the professors delayed the interview session multiple times and perceived some of the interview questions negatively. In addition, Dickinson’s (1993) characteristics of learner autonomy are largely related to the opportunities that are presented to the students by the teacher. It appears that Dickinson’s scale was meant to be used to identify students’ level of autonomy, particularly inside the classroom. However, because of some of the examples of activities pertaining to how they learned vocabulary outside the classroom, they were not related to classroom teaching. Also, the number of the participants is limited in this study. Practical implications A future study could be undertaken to measure and quantitatively analyze learners’ vocabulary development on a larger scale. Research could also be conducted using a pretest, an intervention, and a posttest to measure the effectiveness of learning vocabulary autonomously. In addition, other pedagogical approaches could be utilized to measure EFL students’ intrinsic motivation and autonomy, which play critical roles in learning. Allowing learners to self-select their preferred method of learning can help them to develop their vocabulary knowledge. The findings from this study reveal that learner autonomy plays a significant role in enhancing EFL students’ vocabulary development. Originality/value When students learn vocabulary autonomously, they are better able to source the lingua franca’s core pronunciation of a word and its spelling without the influence of the teacher’s cultural background. Given the magnitude of teachers’ workloads, they may lack the time for designing lessons that adequately meet the needs of diverse learners. Therefore, the practical way to ameliorate the problem of inadequate time is to provide them with methods (e.g. using strategies such as inquiry-based learning, problem-based learning, and project-based learning) that they can use to more readily foster learner autonomy.
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Tran Quoc, Thao, and Dai Vo Quoc. "ENGLISH-MAJORED STUDENTS’ PERSPECTIVES ON THE FACTORS BOOSTING LEARNER AUTONOMY DEVELOPMENT." Journal of Science Educational Science 65, no. 12 (December 2020): 37–45. http://dx.doi.org/10.18173/2354-1075.2020-0108.
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This paper presents the findings of a qualitative study exploring students’ perspectives on the factors boosting learner autonomy (LA) development. This study involved 393 English-majored students from a Ho Chi Minh City based higher education institution in answering open-ended questionnaires. The content analysis approach was used to analyze the qualitative data. The findings revealed that three major factors, viz. teacher-related factors, school-related factors and parental factors were believed to positively affect students’ LA emergence. However, research participants reckoned that teacher-related factors had a major role in boosting students’ LA development while school-related factors and parental factors played contributing roles in shaping students’ LA.