Learner Autonomy in EFL/ESL Classrooms in Bangladesh: Teachers' Perceptions and Practices

Autor/in	Begum, Jahanara
Titel	Learner Autonomy in EFL/ESL Classrooms in Bangladesh: Teachers' Perceptions and Practices
Quelle	In: International Journal of Language Education, 3 (2019) 1, S.12-21 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2548-8457
Schlagwörter	Personal Autonomy; College Students; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Teaching Methods; Teacher Attitudes; Language Teachers; Student Attitudes; Language Proficiency; Learning Strategies; Teacher Role; Goal Orientation; Language Usage; Learning Processes; Independent Study; Internet; Puzzles; Cooperative Learning; Journal Writing; Debate; Learning Activities; Student Projects; Newspapers; Bangladesh + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Language teacher; Sprachunterricht; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lehrerrolle; Zielorientierung; Zielvorstellung; Sprachgebrauch; Learning process; Lernprozess; Selbststudium; Legespiel; Kooperatives Lernen; Zeitschriftenaufsatz; Debating; Streitgespräch; Lernaktivität; Schulprojekt; Newspaper; Zeitung; Bangladesch
Abstract	In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher's preparation, students' reluctant attitude, suitability for different disciplined students and class timing. (As Provided).
Anmerkungen	International Journal of Language Education. Faculty of Languages and Literature UNM Jl Daeng Tata Raya Makassar, South Sulawesi 90224 Indonesia. e-mail: ijole@unm.ac.id; Web site: https://ojs.unm.ac.id/ijole/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01