Volume 6, Issue 6, November 2018, Page: 196-201
EFL Teachers’ Beliefs and Practices Concerning Learner Autonomy: A Narrative Inquiry
Liu Juan, College of Foreign Languages, Inner Mongolia University of Technology, Huhhot, China; School of Foreign Languages, Jining Normal University, Ulanqab, China
Chen Yajie, College of Foreign Languages, Inner Mongolia University of Technology, Huhhot, China
Received: Sep. 17, 2018;       Accepted: Oct. 4, 2018;       Published: Nov. 10, 2018
DOI: 10.11648/j.ijll.20180606.12      View  215      Downloads  55
Abstract
Learner autonomy has been a key area in foreign language teaching for more than 30 years. Researchers agree that learner autonomy could make learning more effective and that teachers play very significant role in improving learner autonomy. In many cases teachers’ beliefs concerning learner autonomy would influence their teaching practices. Many existing studies regarding learner autonomy are conducted from the perspective of students. However, fewer researches have been carried out from the perspective of teachers’ beliefs, especially in China. In order to address the gap, the present study tried to explore the EFL (English as Foreign Language) teachers’ beliefs and practices concerning learner autonomy. Four English teachers from two universities were purposefully selected to participate in semi-structured interviews. Qualitative data were analyzed by a narrative inquiry. Findings suggested that participants held positive attitude towards developing learner autonomy. Teachers’ roles as a facilitator, a counselor and a resource got general approbation. Yet their teaching practices showed different degrees of intervention in promoting learner autonomy. In addition, due to some difficulties they had encountered there were some mismatches between teachers’ beliefs and their teaching practices. Even though their practice provided some support of learner autonomy, they adopted traditional teaching more frequently and seldom provided learners with opportunities for decision making. It is hoped that this study can provide some inspirations for the future research.
Keywords
Learner Autonomy, Teachers’ Belief, Teaching Practice, Teacher’s Role
To cite this article
Liu Juan, Chen Yajie, EFL Teachers’ Beliefs and Practices Concerning Learner Autonomy: A Narrative Inquiry, International Journal of Language and Linguistics. Vol. 6, No. 6, 2018, pp. 196-201. doi: 10.11648/j.ijll.20180606.12
Copyright
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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