Taiwanese Teachers’ Beliefs Toward EFL Learner Autonomy and Their Practices in High School

Abstract

This study examines English as a Foreign Language (EFL) teachers’ beliefs and actual practices regarding promoting learner autonomy (LA) in the high school classroom. The participants in the study were 20 EFL high school teachers from central Taiwan. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual mixed methods research design: a mixed methods research (MMR) design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed. Objective: This study examines EFL teachers’ beliefs and actual practices regarding promoting LA in the high school classroom. Methods: The participants in the study were 20 EFL high school teachers from central Taiwan. To triangulate the data and provide more comprehensive results, this study adopted a sequential quan-qual MMR design: a mixed methods research design that collects quantitative data first, followed by qualitative data. Teachers’ beliefs and factors affecting their actual practices were elicited through questionnaires and semi-structured interviews. Results: Findings show that most teachers recognize the importance of LA. However, the questionnaire results indicate that there is a statistically significant difference between the teachers’ beliefs and their classroom practices. The qualitative data suggest that the phenomena result from (1) students’ low motivation (2) passive learning attitude and (3) the pressure teachers face due to the high school teaching demands. Conclusion: Although teachers engage in some classroom behaviors that promote autonomy, these practices are rather limited. Finally, directions for LA instruction are discussed.