LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES

IJoLE: International Journal of Language Education

Jahanara Begum¹ 

[1] Southeast University

关键词: EFL (English as foreign language);    ESL (English as second language);    L2 classroom;    learner-centered approach;    learner autonomy;    achievement;    proficiency;    learning strategies;   

DOI  :  10.26858/ijole.v2i2.6411

学科分类：社会科学、人文和艺术（综合）

来源: Universitas Negeri Makassar

【 摘 要 】

In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigatedthe ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.

【 授权许可】

CC BY