A Systematic Review of Autonomous Learning in ESL/EFL in Bangladesh: A Road to Discovery Era (2009-2022)

Autor/inn/en	Jamila, Mariam; Zubairi, Ainol Madziah
Titel	A Systematic Review of Autonomous Learning in ESL/EFL in Bangladesh: A Road to Discovery Era (2009-2022)
Quelle	In: English Language Teaching, 15 (2022) 4, S.47-66 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	Foreign Countries; Second Language Learning; Second Language Instruction; English (Second Language); Personal Autonomy; Teaching Methods; Educational History; Trend Analysis; Educational Trends; Teacher Attitudes; Student Attitudes; Learning Readiness; Language Teachers; Teacher Role; Teacher Student Relationship; Research Reports; Bangladesh + Suchen Sie Ihr Suchwort? Ausland; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; History of education; Bildungsgeschichte; Trendanalyse; Bildungsentwicklung; Lehrerverhalten; Schülerverhalten; Lernbereitschaft; Language teacher; Sprachunterricht; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Research report; Forschungsbericht; Bangladesch
Abstract	Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now. Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during the last ten years or so, and the prospect looks promising. This article reviews the research pertaining to learner autonomy in Bangladesh during the years 2009-2022. The review revealed that studies related to learner autonomy in Bangladesh tend to focus on how autonomy facilitates English language teaching, examining teachers' and learners' attitudes, perception and readiness, factors affecting the fostering of learner autonomy, its implications, importance, and teachers' varied roles to exhilarate learner autonomy. However, research on learner autonomy in English language teaching and learning in Bangladesh seems insignificant. During the review process, it has been evident that there is a crucial need for more in-depth empirical studies in autonomy. Moreover, there is significant lack of investigations where learners' responses are included. Hence, this article examined the gaps, and suggestions for further studies are provided accordingly. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01