Volume 14 No 2 (2022): International Journal of Early Childhood Special Education
INDONESIAN TEACHERS’ BELIEFS ABOUT FOSTERING LEARNER AUTONOMY IN THE SECONDARY SCHOOL EFL CLASSROOM
Nur Chakim, Utami Widiati, Johannes Ananto Prayogo
Keywords: Learner autonomy, teacher beliefs, EFL secondary school classroom.
This presentation reports on a study that aimed to explore English language teachers’ beliefs about fostering learner autonomy in the Indonesian secondary school classroom. The project was quantitative in nature and gathered data from 36 teachers. The teachers came from state schools located in Surabaya, East Java, Indonesia. The quantitative data were collected using a questionnaire designed by Borg and Al Busaidi (2012), who had employed it in their own study in Oman. The instrument focused on teacher beliefs about learner autonomy and categorized them into technical, psychological, political and social perspectives. Additionally, the questionnaire aimed at investigating teacher views about the desirability and feasibility of involving EFL learners in making decisions regarding the teaching-learning process. The gathered data were analyzed statistically. The findings revealed that Indonesian teachers felt positive about promoting learner autonomy in their classrooms. The study also found that the level of desirability of involving learners in the decision-making process was higher than the level of feasibility.
IssueVolume 14 No 2 (2022): International Journal of Early Childhood Special Education
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