EFL Teachers’ Conceptions of Learner Autonomy: Developing a Glocalized Model

Document Type: Research Paper

Authors

1 Professor, University of Shiraz

2 Assistant Professor of ELT, Islamic Azad University, Boukan Branch, Boukan, Iran

Abstract

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.

Keywords


Article Title [Persian]

نگرش معلمان زبان انگلیسی به عنوان زبان خارجی در مورد استقلال زبان آموز: ارائه یک مدل بومی-جهانی

Authors [Persian]

  • ناصر رشیدی 1
  • هژار محمدی نکو 2
1 استاد دانشگاه شیراز
2 استادیار، دانشگاه آزاد اسلامی واحد بوکان
Abstract [Persian]

بیش از یک دهه است که استقلال فراگیر در تعلیم و تربیت به طور کلی و در آموزش زبان به طور خاص تبدیل به یکی از واژه­های متداول شده است. لذا بررسی نگرش معلمان ایرانی نسبت به زبان آموز مستقل موضوع پژوهش حاضر می­باشد. برای این منظور مصاحبه­های گروهی متمرکز با 7 معلم که به صورت خوشه­ای هدفمند انتخاب شده بودند برگزار گردید. بعد از رسیدن به اشباع اطلاعاتی، داده­های جمع آوری شده از مصاحبه­ها و پیشینه پژوهش در طراحی یک پرسشنامه بکار گرفته شد. بعد از اطمینان از پایایی و روایی پرسشنامه، پژوهشگران آن را برای 585 معلم زبان انگلیسی که به صورت گوله برفی انتخاب شده بودند ارسال کردندو از بین آنها از دو معلم، پس از بررسی پرسشنامه­ها، خواسته شد تا روایت خود را با پژوهشگران در جریان بگذارند. اطلاعات جمع آوری شده از طریق مصاحبه، پرسشنامه و روایت به صورت کمی و کیفی مورد بررسی قرار گرفت. بالاخره بعد از انجام چندین تحلیل عاملی، پژوهشگران مدلی از ذهنیت شرکت کنندگان در مورد زبان آموز مستقل بدست آوردند که می­تواند بسیار مهم باشد چون می­­تواند هم  پیامدهای نظری و هم پیامدهای عملی برای نظام آموزشی ایران داشته باشد. به عنوان مثال میتوا­ن به قرار دادن ارتقای زبان آموز مستقل در آمورش زبان با استفاده از برگزاری کارگاه­های آموزشی و ایجاد پایگاهی از تمرین­های تقویت و ارتقای زبان آموز مستقل برای تمامی افراد درگیر در این فرایند مخصوصا معلم ها اشاره کرد.

Keywords [Persian]

  • زبان آموز مستقل
  • نگرش معلمان
  • مدل بومی-جهانی
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