Attitudes toward language learning in the US. Research methods for education. Language learning in distance education. The data were collected during a semester. The authors state that the teachers entered the teaching profession holding beliefs in line with their BA TESL program; however, these beliefs changed by the end of the year.
For example, some students believe in interaction in the classroom and consider it as an effective factor which leads to successful learning, while others from different cultures believe in student silence and teacher talk.
The course book Tasks for Teacher Education: Planning and implementing learner training for language learners.
The practice of qualitative research. Implications of research on teacher belief. This book also discusses the use of portfolios by the teacher and, implicitly, as this is not mentioned, by the student to monitor progress.
For authors that are not copyright owners in the work for example government employeesplease contact VGTU to make alternative agreements. Research in this regard e. In doing so, 23 Iranian EFL teachers employed as full time teachers in different universities in Tehran, Iran were selected through purposive sampling.
Concepts and Types Learner beliefs are what knowledge and background might learners hold about learning or language learning. For this reason, this study looks at eleven popular teacher education books to establish if they deal with learner autonomy and if so, how they teach teachers to foster autonomy in the classroom.
The autonomy debate has thus become a popular focus of foreign language teaching Holec, ; Little, The more recent group of teachers, though, were seen to be more positive than those in the earlier study towards particular aspects of autonomy, such as learners setting their own short-term objectives, their involvement in the selection of materials, and self-assessment.
Learning to Foster Autonomy Learner autonomy is a multi-faceted and complex construct that includes political, psychological, and pedagogical dimensions Benson,Reinders, Very little previous research exists that investigates the development of such skills and the ways in which teachers are supported in this.
Similarly, it discusses the importance of learners monitoring their own progress, without going into any practical detail.
Oxford Handbooks for Language Teachers. In addition, a study made by Yang revealed that students held some conflicting beliefs which were reflected in their use of strategies. The authors propose the following reasons for such change:Yasmin, M., & Sohail, A. (). A creative alliance between learner autonomy and English language learning: Pakistani University teachers’ beliefs.
approach and obtained questionnaire data from 47 teachers on an English as a Foreign Language programme at a university in Thailand, as well as qualitative data from in-depth interviews with 5 teachers, on Self-access; learner autonomy; teachers’ beliefs.
Learning to foster autonomy: The role of teacher education materials Studies in Self-Access Learning Journal, 2 (1), the results show that despite the common interest in learner autonomy teachers are not necessarily provided with sufficient information in teacher training texts to develop an understanding of learner autonomy.
Learner Autonomy: Iraqi EFL Teachers’ Beliefs Yaseen Alzeebaree, PhD candidate Prof. Dr. Mehmet Yavuz, PhD English teachers’ beliefs about learner autonomy. The participants of the learning “Learner autonomy allows language learners to learn more. A sample of 16 English language teachers was selected from four public universities and data were gathered through semi-structured interviews.
Data were later analysed thematically. Pakistani learners and teachers believed that learner autonomy is a new concept. Culture has been found playing amajor role in limiting the role of learner. Bullock () is a small-scale study of copies of the instruments were, though, not included English language teachers’ beliefs about learner self- with the paper and it was not possible therefore assessment which highlights a gap between teachers’ to critique or draw on these in our study.Download