Learner Autonomy research- Oman

Published: 17 April 2020| Version 1 | DOI: 10.17632/yyx2hp3s94.1
Contributors:
Mohammad Forouzani,
Jokha Al Mahrouqi,
Jaroslaw Dydowicz

Description

The purpose of this study was to explore EFL teachers' perceptions of learner autonomy (LA), their actual practices and the challenges and factors affecting promoting learner autonomy at secondary schools in Oman. The study also investigated if there is any association between teachers' general beliefs about promoting LA and their academic level, gender and years of experience. The data collection instruments included a teachers’ perceptions questionnaire, classroom observation data, and interview with teachers. Frequency counts, ordinal regression analysis and grounded theory were used to analyse the quantitative and qualitative data. The results revealed that although EFL teachers at Omani secondary schools practice some strategies that promote learner autonomy, these practices are not intentionally and exclusively implemented for promoting LA. Moreover, the results showed some discrepancies between teachers’ beliefs about promoting learner autonomy and their actual practices due to some constraints and challenges that affect this process. These challenges involve the intensive English curriculum, teachers being overloaded with numerous school tasks besides teaching, learners' limited exposure to English outside classroom and teachers' limited background in the concept, principles, and practices of learner autonomy. No significant association was found between the teachers' general beliefs about learner autonomy and their particulars.

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Steps to reproduce

Data were collected using a survey questionnaire, classroom observation protocol and interviews. Ordinal regression and grounded theory were used to analyze the quantitative and qualitative data respectively.

Categories

Teacher Education, English Language, Secondary School Teacher, Learner Autonomy

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