Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy
Learner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and teaching. However, only limited...
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Islamic Azad University, Tabriz Branch
2014-11-01
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doaj-5238036393e04a64920338a4c9a390e82020-11-24T20:45:04ZengIslamic Azad University, Tabriz BranchJournal of Applied Linguistics2008-84342538-16952014-11-017152441524192Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner AutonomySamira BashiriNasrin Hadidi TamjidZohre seifooriLearner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and teaching. However, only limited number of studies has been awarded to what leaner autonomy mean to teachers. This study addressed the gap and investigated novice and experienced teachers’ beliefs regarding learner autonomy. Forty teachers participated in two groups who were grouped based on their teaching experiences as novice and experienced teachers. A questionnaire which was adapted from British Council was administered to elicit the teachers’ beliefs regarding learner autonomy. The independent samples t-test analysis of the data revealed a significant difference between novice and experienced teachers beliefs. The findings of the present study may have some implications for teachers in promoting learner autonomy in their classes, in general, and involving learners in the process of teaching and learning, in particular.http://jal.iaut.ac.ir/article_524192_0e436b8961ea6d85334d77587b60a17a.pdflearner autonomyExperienced TeachersNovice TeachersTeachers’ Beliefs |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Samira Bashiri Nasrin Hadidi Tamjid Zohre seifoori |
spellingShingle |
Samira Bashiri Nasrin Hadidi Tamjid Zohre seifoori Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy Journal of Applied Linguistics learner autonomy Experienced Teachers Novice Teachers Teachers’ Beliefs |
author_facet |
Samira Bashiri Nasrin Hadidi Tamjid Zohre seifoori |
author_sort |
Samira Bashiri |
title |
Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy |
title_short |
Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy |
title_full |
Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy |
title_fullStr |
Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy |
title_full_unstemmed |
Iranian EFL Experienced vs. Novice Teachers’ Beliefs Regarding Learner Autonomy |
title_sort |
iranian efl experienced vs. novice teachers’ beliefs regarding learner autonomy |
publisher |
Islamic Azad University, Tabriz Branch |
series |
Journal of Applied Linguistics |
issn |
2008-8434 2538-1695 |
publishDate |
2014-11-01 |
description |
Learner autonomy has been described as the ultimate objective in many language teaching programs since the third quarter of the twentieth century and educators have highlighted the significant role of promoting learner autonomy in the process of language learning and teaching. However, only limited number of studies has been awarded to what leaner autonomy mean to teachers. This study addressed the gap and investigated novice and experienced teachers’ beliefs regarding learner autonomy. Forty teachers participated in two groups who were grouped based on their teaching experiences as novice and experienced teachers. A questionnaire which was adapted from British Council was administered to elicit the teachers’ beliefs regarding learner autonomy. The independent samples t-test analysis of the data revealed a significant difference between novice and experienced teachers beliefs. The findings of the present study may have some implications for teachers in promoting learner autonomy in their classes, in general, and involving learners in the process of teaching and learning, in particular. |
topic |
learner autonomy Experienced Teachers Novice Teachers Teachers’ Beliefs |
url |
http://jal.iaut.ac.ir/article_524192_0e436b8961ea6d85334d77587b60a17a.pdf |
work_keys_str_mv |
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