A Teacher's Perspective on Autonomy and Self-Access: From Theory to Perception to Practice

Autor/inn/en	Wichayathian, Nanthiya; Reinders, Hayo
Titel	A Teacher's Perspective on Autonomy and Self-Access: From Theory to Perception to Practice
Quelle	In: Innovation in Language Learning and Teaching, 12 (2018) 2, S.89-104 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2015.1103245
Schlagwörter	Independent Study; Personal Autonomy; Second Language Learning; Second Language Instruction; Teacher Attitudes; Language Teachers; Teaching Methods; Questionnaires; English (Second Language); College Students; College Faculty; Mixed Methods Research; Foreign Countries; Theory Practice Relationship; Semi Structured Interviews; Thailand + Suchen Sie Ihr Suchwort? Selbststudium; Individuelle Autonomie; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Fakultät; Ausland; Theorie-Praxis-Beziehung
Abstract	Considerable resources are expended on the development of learner autonomy (LA), and in particular on the provision of self-access facilities as one of the most common ways in which institutions have tried to foster autonomy. Whether the intended outcomes are achieved depends in large part on teachers' agreement with and understanding of the rationale behind these efforts. A mismatch between an institutional objective and a classroom implementation may, for example, negatively impact the student experience. This project looks at teachers' perspectives on LA and self-access language learning in a university setting where a self-access component was introduced as a compulsory element of students' first-year courses. How do teachers conceptualise autonomous learning, what importance do they assign to it, and how do they attempt to foster autonomy in practice? What role do they see for self-access learning in this? In this project, we used a mixed-methods 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 their beliefs about autonomy and self-access. The results show a complex interplay between teachers' beliefs, institutional constraints, and classroom implementation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01