Iranian EFL Instructors’ Perceptions and Practices Concerning Learner Autonomy

Document Type: Research Paper

Authors

1 Department of English, Islamic Azad University,Khorasgan Branch, Isfahan, Iran.

2 Department of English, Islamic Azad University, Khorasgan Branch, Isfahan, Iran.

3 Department of English, Majlesi Branch, Islamic Azad University, Isfahan, Iran,

Abstract

The current study explored the Iranian EFL instructors’ perceptions, practices and challenges related to learner autonomy (LA). Applying a mixed method design, two kinds of instruments were used: Teachers’ beliefs questionnaire derived from Borg and Al-Busaidi’s study (2012) and a follow-up focus group discussion. First, the questionnaire was answered by 100 university instructors. Then, to have a knowledgeable focus group who can yield profound dependable information, five EFL instructors with more than 10 years of intensive experience were asked to take part in the interview. The data analysis in both quantitative and qualitative strands indicated that the majority of the participants highlighted the importance of fostering and practicing LA among learners and stressed teachers’ essential role as facilitators and guides. Teachers revealed more inclination toward psychological and social aspects of LA rather than political and technical ones. Moreover, while considering LA enhancement as a desirable goal, they showed doubt concerning its practicality due to the constraints in the educational system, learners characteristics, and teachers’ factors. Regarding the degree of LA, the questionnaire showed mixed ideas of teachers, while the focus group participants believed in the lack of LA among EFL students. The findings of the study can have some pedagogical implications for enhancing LA in the Iranian educational system.

Keywords


Article Title [Persian]

دیدگاه و عملکرد اساتید زبان انگلیسی ایرانی در رابطه با استقلال زبان آموزان

Authors [Persian]

  • نوشین آذین 1
  • رضا بی ریا 2
  • احمد عامری گلستانی 3
Abstract [Persian]

در پژوهش حاضر دیدگاه اساتید زبان انگلیسی دانشگاه، تمرین های کلاسی و چالش های آنان در رابطه با ارتقا استقلال زبان آموز مورد بررسی قرار گرفت. این پژوهش از نوع تحقیق ترکیبی بود و در آن از دو ابزار پژوهشی استفاده شد: پرسشنامه دیدگاه معلمان(بورگ و ابو سعیدی، ۲۰۱۲) و بحث گروهی متمرکز. نخست پرسشنامه به صورت آنلاین در اختیار اساتید قرار گرفت و تعداد صد نفر به آن پاسخ دادند. از میان آنان پنج استاد با سابقه ی بیش از ده سال تدریس داوطلب شرکت در بحث گروهی متمرکز شدند. تحلیل داده ها در قسمت کمی و کیفی نشان داد که اغلب شرکت کنندگان به نقش مثبت استقلال زبان آموزان در یادگیری زبان، همچنین نقش برجسته ی معلمان به عنوان تسهیلگر و راهنما تاکید دارند. اساتید باور داشتند ابعاد روانشناختی و اجتماعی استقلال زبان آموزان در مقایسه با بعد سیاسی و فنی، از اهمیت بیشتری برخوردار است. آنان همچنین ابراز داشتند که ارتقا استقلال زبان آموز با این حال که هدفی ایده آل خواهد بود، اما در مورد عملی بودن آن تردید داشتند. این شک به دلیل عواملی چون تاثیر سیستم آموزشی، خصوصیات شخصی و تجارب قبلی زبان آموزان و معلمان بود. اساتید در مورد سطح استقلال زبان آموزان در بررسی کمی، اختلاف نظر داشتند اما در قسمت کیفی، با اتفاق نظر اعتقاد به پایین بودن استقلال زبان آموزان داشتند. در انتها به ارائه پیشنهاداتی جهت ارتقا سیستم آموزشی پرداخته شده است.

Keywords [Persian]

  • استقلال زبان آموز
  • نظرات اساتید دانشگاه
  • عملکرد اساتید دانشگاه
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