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PROMOTING LEARNER AUTONOMY IN AN ESL CONTEXT IN PAKISTANI UNIVERSITIES: A TEACHERS’ PERSPECTIVE
Corresponding Author(s) : Asma Kashif Shahzad
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
Purpose of the study: The present research aims to study the effectiveness of using learner autonomy in English language classrooms at the university level from teachers' perspectives. The study seeks to determine what roles can be performed by the language teachers while fostering learner autonomy at the university level.
Methodology: The study is descriptive and qualitative. The data has been collected with the help of a structured interview. The researchers prepared a list of questions to collect data from the interviews with 19 ESL teachers. The respondents are from the five universities of South Punjab. The interviews are recorded and transcribed and further analysed in terms of thematic categories discussed with the teachers.
Main findings: The research explores a great deal of awareness of the concept of learner autonomy among university teachers, which they use indirectly or directly in their classroom teaching. The teachers discuss many roles they can perform to develop and use autonomy in the English language classroom. They express that practising autonomous learning in an ESL context could result in learning the English language more naturally and effectively.
Application of this study: The present study contributes to using and developing learner autonomy in an ESL context. It would be an inspiration to research and explore more avenues of systematic inquiry in the field it deals with. The pedagogical implication of the study is that it would help ESL teachers practice the concept in their classroom teaching effectively.
Novelty/Originality of this study: Most of the studies found in the field of learner autonomy are learner-centered. our research explores the phenomenon from the viewpoint of language teachers. The study focuses on the effectiveness of learner autonomy perceived by the teachers. It further records the teachers' opinions about what role(s) they can perform to practice it in the classroom.
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- Allwright, D. (1990). Autonomy in language pedagogy in CRILE Working Paper 6. Centre for Research in Education: University of Lancaster.
- Aoki, N. (2000). Affect and the role of teacher in the development of learner autonomy. In J. Arnold (Ed.), Affect in language learning (pp. 142-154). Beijing: Foreign Language Teaching and Research Press.
- Aslam, M. Z. & Yasmeen, M. (2018). Learner Autonomy: Pakistani Learners’ Perceptions, Attitudes, Motivation and Challenges. Hayatian Journal of Linguistics and Literature. Pp. 145-170
- Boonma, N., & Swatevacharkul, R. (2020). The effect of autonomous learning process on learner autonomy of English public speaking students. Indonesian Journal of Applied Linguistics, 10(1), 194–205. ttps://doi.org/10.17509/ijal.v10i1.25037 DOI: https://doi.org/10.17509/ijal.v10i1.25037
- Borg, S., & Al-Busaidi, S. (2012). Teachers' beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292. https://doi.org/10.1093/elt/ccr065 DOI: https://doi.org/10.1093/elt/ccr065
- Broady, E., & Kenning, Marie-Madeleine. (Eds.). (1996). Promoting learner autonomy in university language teaching. London: Middlesex University Printing Services.
- Dickinson, L. (1994). Preparing learners: Toolkit requirements for preparing/orienting learners. In E. Esch (Ed.), Self-access and the adult language learner(39-49). London: CILT.
- Falah Alzubi, A., Kaur Mehar Singh, M., & Pandian, A. (2017). The Use of Learner Autonomy in English as a Foreign Language Context among Saudi Undergraduate Enrolled in Preparatory Year Deanship at Najran University. Advances in Language and Literary Studies, 8(2), 152-16. https://doi.org/10.7575/aiac.alls .v.8n.2p.152 DOI: https://doi.org/10.7575/aiac.alls.v.8n.2p.152
- Fedj, S. &Benaissi, F. (2018). Key Conceptions on Learner Autonomy and Particular Links with the Algerian Educational Context. Arab World English Journal. 9. 445-457. https://doi.org/10.24093/awej/vol9no3.30 DOI: https://doi.org/10.24093/awej/vol9no3.30
- Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25.
- Han, L. G. (2014). Teacher's role in developing learner autonomy: A literature review. International Journal of English Language Teaching, 2, 21-27. https://doi.org/10.5430/ijelt.v1n2p21 DOI: https://doi.org/10.5430/ijelt.v1n2p21
- Ho, J., &Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), 235-243. https://doi.org/10.1016/0346-251X(95)00011-8 DOI: https://doi.org/10.1016/0346-251X(95)00011-8
- Holec. H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon.
- Honarzad, R. &Rassaei, E. (2019). The Role of EFL Learners' Autonomy, Motivation and Self-efficacy in Using Technology-based Out-of-Class Language Learning Activities. The JALT CALL Journal. 15. https://doi.org/10.29140/jaltcall.v15n3.170 DOI: https://doi.org/10.29140/jaltcall.v15n3.170
- Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago: Association Press.
- Lai, C. (2017). Autonomous language learning with technology: Beyond the classroom. London: Bloomsbury Publishing.
- Little, D. (1991). Learner Autonomy1: Definitions, Issues and Problems. Dublin: Authentik.
- Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94. https://doi.org/10.1093/applin/20.1.71 DOI: https://doi.org/10.1093/applin/20.1.71
- Liu, X., Liu, Y. & Tu, J. (2020). Multimedia Technology and Learner Autonomy: An Experimental Study for Asymmetric Effects. Symmetry, 12, 462. https://doi.org/10.3390/sym12030462 DOI: https://doi.org/10.3390/sym12030462
- Nunan, D. (1993). From learning-centeredness to learner-centeredness. Applied Language Learning, 4, 1-18.
- Shi, W., & Han, L. (2019). Promoting learner autonomy through cooperative learning. English Language Teaching, 12(8), 30-36. U https://doi.org/10.5539/elt.v12n8p30 DOI: https://doi.org/10.5539/elt.v12n8p30
- Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4-14). Harlow: Longman.
- Smith, R. (2003).Pedagogy for autonomy as (becoming-) appropriate methodology. In D. Palfreyman& R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (129-146). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230504684_8 DOI: https://doi.org/10.1057/9780230504684_8
- Schneider, S., Nebel, S., Beege, M., & Rey, G.D. (2018). The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, 58, 161-172. https://doi.org/10.1016/j.learninstruc.2018.06.006 DOI: https://doi.org/10.1016/j.learninstruc.2018.06.006
- Voller, P. (1997). Does the teacher have a role in autonomous language learning? In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 98-113). London: Longman. https://doi.org/10.4324/9781315842172-9 DOI: https://doi.org/10.4324/9781315842172-9
- Wu, Z. (2018). Positioning (mis)aligned: The (un)making of intercultural asynchronous computer mediated communication. Language Learning & Technology, 22(2), 75–94.
- Xu, J. F. (2007). The theory and practice of university foreign language autonomous learning. Beijing: China Social Sciences Publishing House.
- Xu, J. F., & Xu. L. (2004). Exploring College English teachers' roles in the autonomous learning mode. Higher Education Research, 3, 77-79.
- Yang, N. (1998). Exploring a new role for teachers: promoting learner autonomy. System, 26, 127-135. https://doi.org/10.1016/S0346-251X(97)00069-9 DOI: https://doi.org/10.1016/S0346-251X(97)00069-9
- Yasmin, M., & Sohail, A. (2018b). A creative alliance between learner autonomy and English language learning: Pakistani university teachers' beliefs. Creativity Studies, 11(1), 1-9. https://doi.org/10.3846/2345 0479.2017.1406874 DOI: https://doi.org/10.3846/23450479.2017.1406874
- Yasmin, M., & Sohail, A. (2018c). Realising learner autonomy in Pakistan: EFL teachers' beliefs about their practices. International Journal of English Linguistics; 8(2), 153-162. https://doi.org/10.5539/ijel.v8n2p153 DOI: https://doi.org/10.5539/ijel.v8n2p153
- Yasmin, M., Sohail, A., Sarkar, M., & Hafeez, R. (2017). Creative Methods in Transforming Education Using Human Resources. Creativity Studies, 10(2), 145–158. https://doi.org/10.3846/23450479.2017.1365778 DOI: https://doi.org/10.3846/23450479.2017.1365778
- Yildiz, J. &Yucedal, H. (2020). Learner Autonomy: A Central Theme in Language Learning. International Journal of Social Sciences and Educational Studies, 7, 208-212. https://doi.org/10.23918/ijsses.v7i3p208 DOI: https://doi.org/10.23918/ijsses.v7i3p208
- Yildiz, Y. (2017). Components of Commitment to the Teaching Profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122. https://doi.org/10.23918/ijsses.v4i2sip115 DOI: https://doi.org/10.23918/ijsses.v4i2sip115
- Yildiz, Y., &Celik, B. (2017). Commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 93-97. https://doi.org/10.23918/ijsses.v4i2sip115 DOI: https://doi.org/10.23918/ijsses.v4i2sip115
- Zhong, Q. (2018). The Evolution of Learner Autonomy in Online Environments: A Case Study in a New Zealand Context. Studies in Self-Access Learning Journal, 9, 71-85. https://doi.org/10.37237/090106 DOI: https://doi.org/10.37237/090106
References
Allwright, D. (1990). Autonomy in language pedagogy in CRILE Working Paper 6. Centre for Research in Education: University of Lancaster.
Aoki, N. (2000). Affect and the role of teacher in the development of learner autonomy. In J. Arnold (Ed.), Affect in language learning (pp. 142-154). Beijing: Foreign Language Teaching and Research Press.
Aslam, M. Z. & Yasmeen, M. (2018). Learner Autonomy: Pakistani Learners’ Perceptions, Attitudes, Motivation and Challenges. Hayatian Journal of Linguistics and Literature. Pp. 145-170
Boonma, N., & Swatevacharkul, R. (2020). The effect of autonomous learning process on learner autonomy of English public speaking students. Indonesian Journal of Applied Linguistics, 10(1), 194–205. ttps://doi.org/10.17509/ijal.v10i1.25037 DOI: https://doi.org/10.17509/ijal.v10i1.25037
Borg, S., & Al-Busaidi, S. (2012). Teachers' beliefs and practices regarding learner autonomy. ELT Journal, 66(3), 283-292. https://doi.org/10.1093/elt/ccr065 DOI: https://doi.org/10.1093/elt/ccr065
Broady, E., & Kenning, Marie-Madeleine. (Eds.). (1996). Promoting learner autonomy in university language teaching. London: Middlesex University Printing Services.
Dickinson, L. (1994). Preparing learners: Toolkit requirements for preparing/orienting learners. In E. Esch (Ed.), Self-access and the adult language learner(39-49). London: CILT.
Falah Alzubi, A., Kaur Mehar Singh, M., & Pandian, A. (2017). The Use of Learner Autonomy in English as a Foreign Language Context among Saudi Undergraduate Enrolled in Preparatory Year Deanship at Najran University. Advances in Language and Literary Studies, 8(2), 152-16. https://doi.org/10.7575/aiac.alls .v.8n.2p.152 DOI: https://doi.org/10.7575/aiac.alls.v.8n.2p.152
Fedj, S. &Benaissi, F. (2018). Key Conceptions on Learner Autonomy and Particular Links with the Algerian Educational Context. Arab World English Journal. 9. 445-457. https://doi.org/10.24093/awej/vol9no3.30 DOI: https://doi.org/10.24093/awej/vol9no3.30
Godwin-Jones, R. (2019). Riding the digital wilds: Learner autonomy and informal language learning. Language Learning & Technology, 23(1), 8–25.
Han, L. G. (2014). Teacher's role in developing learner autonomy: A literature review. International Journal of English Language Teaching, 2, 21-27. https://doi.org/10.5430/ijelt.v1n2p21 DOI: https://doi.org/10.5430/ijelt.v1n2p21
Ho, J., &Crookall, D. (1995). Breaking with Chinese cultural traditions: Learner autonomy in English language teaching. System, 23(2), 235-243. https://doi.org/10.1016/0346-251X(95)00011-8 DOI: https://doi.org/10.1016/0346-251X(95)00011-8
Holec. H. (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon.
Honarzad, R. &Rassaei, E. (2019). The Role of EFL Learners' Autonomy, Motivation and Self-efficacy in Using Technology-based Out-of-Class Language Learning Activities. The JALT CALL Journal. 15. https://doi.org/10.29140/jaltcall.v15n3.170 DOI: https://doi.org/10.29140/jaltcall.v15n3.170
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Chicago: Association Press.
Lai, C. (2017). Autonomous language learning with technology: Beyond the classroom. London: Bloomsbury Publishing.
Little, D. (1991). Learner Autonomy1: Definitions, Issues and Problems. Dublin: Authentik.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71-94. https://doi.org/10.1093/applin/20.1.71 DOI: https://doi.org/10.1093/applin/20.1.71
Liu, X., Liu, Y. & Tu, J. (2020). Multimedia Technology and Learner Autonomy: An Experimental Study for Asymmetric Effects. Symmetry, 12, 462. https://doi.org/10.3390/sym12030462 DOI: https://doi.org/10.3390/sym12030462
Nunan, D. (1993). From learning-centeredness to learner-centeredness. Applied Language Learning, 4, 1-18.
Shi, W., & Han, L. (2019). Promoting learner autonomy through cooperative learning. English Language Teaching, 12(8), 30-36. U https://doi.org/10.5539/elt.v12n8p30 DOI: https://doi.org/10.5539/elt.v12n8p30
Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions (pp. 4-14). Harlow: Longman.
Smith, R. (2003).Pedagogy for autonomy as (becoming-) appropriate methodology. In D. Palfreyman& R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (129-146). Basingstoke: Palgrave Macmillan. https://doi.org/10.1057/9780230504684_8 DOI: https://doi.org/10.1057/9780230504684_8
Schneider, S., Nebel, S., Beege, M., & Rey, G.D. (2018). The autonomy-enhancing effects of choice on cognitive load, motivation and learning with digital media. Learning and Instruction, 58, 161-172. https://doi.org/10.1016/j.learninstruc.2018.06.006 DOI: https://doi.org/10.1016/j.learninstruc.2018.06.006
Voller, P. (1997). Does the teacher have a role in autonomous language learning? In P. Benson, & P. Voller (Eds.), Autonomy and independence in language learning (pp. 98-113). London: Longman. https://doi.org/10.4324/9781315842172-9 DOI: https://doi.org/10.4324/9781315842172-9
Wu, Z. (2018). Positioning (mis)aligned: The (un)making of intercultural asynchronous computer mediated communication. Language Learning & Technology, 22(2), 75–94.
Xu, J. F. (2007). The theory and practice of university foreign language autonomous learning. Beijing: China Social Sciences Publishing House.
Xu, J. F., & Xu. L. (2004). Exploring College English teachers' roles in the autonomous learning mode. Higher Education Research, 3, 77-79.
Yang, N. (1998). Exploring a new role for teachers: promoting learner autonomy. System, 26, 127-135. https://doi.org/10.1016/S0346-251X(97)00069-9 DOI: https://doi.org/10.1016/S0346-251X(97)00069-9
Yasmin, M., & Sohail, A. (2018b). A creative alliance between learner autonomy and English language learning: Pakistani university teachers' beliefs. Creativity Studies, 11(1), 1-9. https://doi.org/10.3846/2345 0479.2017.1406874 DOI: https://doi.org/10.3846/23450479.2017.1406874
Yasmin, M., & Sohail, A. (2018c). Realising learner autonomy in Pakistan: EFL teachers' beliefs about their practices. International Journal of English Linguistics; 8(2), 153-162. https://doi.org/10.5539/ijel.v8n2p153 DOI: https://doi.org/10.5539/ijel.v8n2p153
Yasmin, M., Sohail, A., Sarkar, M., & Hafeez, R. (2017). Creative Methods in Transforming Education Using Human Resources. Creativity Studies, 10(2), 145–158. https://doi.org/10.3846/23450479.2017.1365778 DOI: https://doi.org/10.3846/23450479.2017.1365778
Yildiz, J. &Yucedal, H. (2020). Learner Autonomy: A Central Theme in Language Learning. International Journal of Social Sciences and Educational Studies, 7, 208-212. https://doi.org/10.23918/ijsses.v7i3p208 DOI: https://doi.org/10.23918/ijsses.v7i3p208
Yildiz, Y. (2017). Components of Commitment to the Teaching Profession. International Journal of Social Sciences & Educational Studies, 4(2), 115-122. https://doi.org/10.23918/ijsses.v4i2sip115 DOI: https://doi.org/10.23918/ijsses.v4i2sip115
Yildiz, Y., &Celik, B. (2017). Commitment to the teaching profession. International Journal of Social Sciences & Educational Studies, 4(2), 93-97. https://doi.org/10.23918/ijsses.v4i2sip115 DOI: https://doi.org/10.23918/ijsses.v4i2sip115
Zhong, Q. (2018). The Evolution of Learner Autonomy in Online Environments: A Case Study in a New Zealand Context. Studies in Self-Access Learning Journal, 9, 71-85. https://doi.org/10.37237/090106 DOI: https://doi.org/10.37237/090106