Learner autonomy: Exploring teachers’ perceptions and classroom practices

Abstract

This article reports on research conducted in Thailand to explore experienced EFL secondary school teachers’ understandings of learner autonomy (LA) and their classroom practice to promote autonomous language learning. Qualitative analysis of teacher interviews and class observation reveals that although the teachers showed good understandings of LA principles and supported LA development, they had difficulties putting their ideas into practice. This article examines the convergence and divergence between the teachers’ stated perceptions and their classroom practices. It also uncovers factors that can mediate teachers’ approaches to fostering LA. Future research directions and practical implications of the research are also discussed. 1 Introduction Learner autonomy (LA) is a concept that has garnered empirical and practical interest, particularly from researchers in the field of foreign language learning and teaching since the 1970’s (Palfreyman & Benson, 2018). Much effort has been put to promote LA development among language learners. Initially, LA was strongly associated with self-access learning, a mode of learning in which learners can decide for themselves what, when, where and how to learn. However, it was found that providing learners with self-access learning resources is not adequate to foster LA. In the 1980’s researchers started to conceptualize LA as learners’ capacity to take charge of their learning which can be developed through strategy instruction and metacognitive training (Benson, 2011). This shift in view emphasizes the important role of the teachers in helping their learners develop essential knowledge and strategic skills to learn autonomously. While there are many studies that look at LA development from learners’ perspectives, little research has empirically investigated how LA is operationalized and put to practice in classrooms by teachers. This study seeks to fill this research gap by exploring language teachers’ perceptions about LA, the extent to which they put their theoretical knowledge into action, and factors that may support or limit their innovative attempts to develop LA. Share