Teachers' beliefs and practices regarding learner autonomy

Simon Borg · Saleh Salim Al-Busaidi

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EFL/ESL Teaching and Learning Teacher Education and Leadership Studies Second Language Learning and Teaching

Abstract

This paper describes a project about the beliefs and practices regarding learner autonomy (LA) held by English language teachers in a university language centre. A distinctive feature of this project was the manner in which professional development workshops for the teachers were informed by prior research about these teachers’ perspectives on LA. Following a brief rationale for the project, we outline its research component before illustrating how this shaped the teacher workshops. The model for relating research and professional development we illustrate here is one that we believe can be applied more generally in supporting teacher development and institutional change in ELT.

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1987Surveys in Social Research 2013Teaching and Researching: Autonomy in Language Learning

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2010The Asian EFL Journal Quarterly 2017The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia 2013Helping Vietnamese university learners to become more autonomous 2019Teacher-directed learning to self-directed learning transition barriers in Pakistan 2018Students’ and teachers’ readiness for autonomy: beliefs and practices in developing autonomy in the Chinese context 2016Feedback on Second Language Pronunciation: A Case Study of EAP Teachers’ Beliefs and Practices 2014Forms or Meaning? Teachers’ Beliefs and Practices Regarding Task-based Language Teaching : A Vietnamese Case Study 2014LEARNER AUTONOMY IN LANGUAGE LEARNING: TEACHERS' BELIEFS

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