University of Tabriz Journal of English Language Teaching and Learning 2251-7995 10 22 2018 12 01 EFL Teachers’ Conceptions of Learner Autonomy: Developing a Glocalized Model نگرش معلمان زبان انگلیسی به عنوان زبان خارجی در مورد استقلال زبان آموز: ارائه یک مدل بومی-جهانی 87 112 8347 EN Naser Rashidi Professor, University of Shiraz 0000-0003-4898-5243 Hazhar Muhammadineku Assistant Professor of ELT, Islamic Azad University, Boukan Branch, Boukan, Iran Journal Article 2018 06 06 Learner autonomy (henceforth LA) has become a buzz word in education in general and language education, in particular, for more than a decade now. Focusing on investigating Iranian EFL teachers’ conceptions of LA, the current study, taking a mixed method approach, attempted to illustrate how Iranian EFL teachers’ conceptions of leaner autonomy mapped out. To that end, 7 teachers, purposefully cluster sampled, were interviewed. After data saturation, the result of the interviews and the data gleaned from the literature were fed into the development of a questionnaire. The questionnaire, having being validated through a pilot study, was administered to 585 EFL teachers snowball-sampled, 2 of whom were, later on through negative case analysis, interviewed, and were required to provide the researchers with a narrative. Running a number of factor analyses, the researchers modeled the participants’ mindsets toward LA, which can be quite significant as it can have some theoretical and pedagogical implications, including, inter alia, situating LA promotion into the pedagogy of TEFL in Iran by running LA promotion workshops as well as developing a pool of LA promotion activities and software programs available to the stakeholders, especially the teachers. https://elt.tabrizu.ac.ir/article_8347_f22f52c65e7ce0f380ab6e233211ace6.pdf