The Effect of Strategy-based Instruction on Iranian EFL Learners’ Learner Autonomy: Learners’ Perceptions
الموضوعات :
Nooshin Azin
1
,
Reza Biria
2
,
Ahmad Ameri-Golestan
3
1 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
3 - Department of English, Majlesi Branch, Islamic Azad University, Isfahan, Iran
الکلمات المفتاحية: reading comprehension, learner autonomy, Instructional design, Strategy-based instruction, learners’ perception,
ملخص المقالة :
The current study was an effort to investigate the impact of strategy-based instruction (SBI) on Iranian tertiary learners’ perception of autonomy. To this purpose, forty-eight English Translation students in a reading comprehension course at Islamic Azan University, Islamshahr, Iran, were selected and randomly assigned to experimental and control groups. Then, a package of nine 90-minute strategy-based instruction sessions was integrated into the experimental group, and the conventional method of reading was applied for the control group. After the intervention, a semi-structured interview was conducted with 12 learners of the experimental group. The results obtained from statistical data analysis revealed that SBI had a significant impact on Iranian learners’ perception of autonomy. However, this impact was only observed in the Activities component of Learner Autonomy. The results of the interview indicated that the non-significant values of the other two components of Learner Autonomy could be explained by the culture-bound and context-dependent nature of Learner Autonomy. The results also showed that integrating SBI in English language classes raises learners’ awareness and fosters their autonomy. The findings of this study highly recommend the development of more strategy-based courses in universities and the integration of SBI in various ELT classes in order to raise learners’ awareness and foster Learner Autonomy.
Abdel Razeq, A. A. (2014). University EFL learners’ perceptions of their autonomous learning responsibilities and abilities. RELC Journal, 45(3), 321-336. https://doi.org/10.1177 /0033688214547035.
Amirian, M. R., & Azari Noughabi, M. (2017). An investigation into Iranian EFL teachers’ perception of learner autonomy. Journal of Language Teaching and Research, 8(4), 807-816. http://dx.doi.org/10.17507/jltr.0804.22.
Benson, P. (2006). Autonomy in language teaching and learning. Language Teaching, 40(1), 21-40. https://doi.org/10.1017/S0261444806003958.
Benson, P. (2011). Teaching and researching autonomy in language learning. Pearson Education.
Benson, P. (2016). Language learner autonomy: Exploring teachers’ perspectives on theory and practice. In R., Barnard, & J., Li, (Eds.), Language learner autonomy: Teachers’ beliefs and practices in Asian contexts (pp. xxxiii-xliii). Phnom Penh: IDP Education.
Borg, S., & Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. ELT Research Paper, University of Leeds, British Council.
Burkert, A. & Schwienhorst, K. (2008). Focus on the Student Teacher: The European Portfolio for Student Teachers of Languages (EPOSTL) as a Tool to Develop Teacher Autonomy. Innovation in Language Learning and Teaching, 2(3), 238-252. DOI: 10.1080/175012 20802158941.
Chamot, A. U., O’Malley, J. M., Barnhardt, S., El-Dinary, P., & Robbins, B. (1999). The learning strategies handbook. Longman.
Chan, V. (2003). Autonomous language learning: the teachers’ perspectives. Teaching in Higher Education, 8(1), 33-54. https://doi.org/10.1080/1356251032000052311.
Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109–117. https :// doi.org /10.1093/elt /54.2.109.
Faramarzi, S., Elekaei, A., & Tabrizi, H. H. (2016). Critical thinking, autonomy, and lexical knowledge of Iranian EFL learners. Theory and Practice in Language Studies, 6(4), 878-885. http://dx.doi.org/10.17507/tpls.0604.28.
Ghobain, E. (2020). Indirect Specialized Vocabulary Learning and Learner Autonomy. International Journal of Instruction, 13(3), 745-760. https://doi.org/10.29 333/iji.2020.13350a .
Horwitz, E. K., & Gregersen, T. (2002). Language learning and perfectionism: anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86(4), 562-70. https://doi.org/10.1111/1540-4781.00161.
Hozayen, G. (2011). Egyptian students’ readiness for autonomous language learning. In D. Gradner (Ed.). Fostering autonomy in language learning. Zirve Universitity.
Iamudom, T., & Tangkiengsirisin, S. (2020). A Comparison Study of Learner Autonomy and Language Learning Strategies among Thai EFL Learners. International Journal of Instruction, 13(2), 199-212. https://doi.org/10.29333/iji.2020.13214a.
Karimi, S., & Dastgoshadeh, A. (2018). The effect of strategy-based instruction on EAP students’ reading performance and reading autonomy. Cogent Education, 5(1), 1527981. DOI: 10.1080/2331186X.2018.1527981.
Kavani, R., & Amjadiparvar, A. (2018). The effect of strategy-based instruction on motivation, self-regulated learning, and reading comprehension ability of Iranian EFL learning. Cogent Education, 5(1), 1556196. DOI: 10.1080/2331186X.2018.1556196.
Khademi, M., Mellati, M., & Etela, P. (2014). Strategy-based instruction: Explicit strategy training and Iranian EFL learners’ test performance. International Journal of English Language and Literature Studies, 3(4), 356-368. RePEc: asi: ijells: 2014: p: 356-368
Kuchah, K., & Smith, R. (2011). Pedagogy of autonomy for difficult circumstances: From practice to principles. Innovation in Language Learning and Teaching, 5(2), 119-140. https://doi.org/10.1080/17501229.2011.577529.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29. https://doi.org/10 .2167/illt040.0.
Little, D. (2009). Language learner autonomy and the European Language Portfolio: two L2 English examples. Language Teaching, 42(2), 222–33. http://dx.Doi.org/10. 1017/S0261444808005636.
Ng, S. F. & Confessore, G. J. (2010). The relationship of multiple learning styles to levels of learner autonomy. International Journal of Self-directed Learning, 7(1), 1-13.
Nguyen, L. T. C., & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9–30. https://doi.org/10.1177/1362168812457528.
Pawlak, M. (2017). The role of autonomy in learning and teaching foreign language grammar. In M. Pawlak, A. Mystkowska-Wiertelak, & J. Bielak (Eds.), Autonomy in second language learning: Managing the resources (pp. 3-21). Springer International Publishing.
Riley, P. (2009). Shifts in beliefs about second language learning. RELC Journal, 40(1), 102-124. https://doi.org/10.1177/0033688208101448.
Schmenk, B. (2005). Globalizing learner autonomy. TESOL Quarterly, 39(1), 107–118. https://doi.org/10.2307/3588454.
Smith, R. C. (2008). Learner autonomy (Key concepts in ELT). ELT Journal, 62(4), 395-397. https://doi.org/10.1093/elt/ccn038.
Soodmand Afshar, H., & Rahimi, M. (2014). Instrumental motivation, critical thinking, autonomy and academic achievement of Iranian EFL learners. Issues in Educational Research, 24(3), 281-298. http://www.iier.org.au/iier24/soodmand.html.
Teimourtash, M., & Yazdani moghaddam, M. (2018). The impact of fostering learner autonomy through implementing cooperative learning strategies on inferential reading comprehension ability of Iranian EFL learners. Iranian Journal of English for Academic Purposes, 7(1), 49-71.
Ushioda, E. (2011). Why autonomy? Insights from motivation theory and research. Innovation in language learning and teaching, 5(2), 221-232. https://doi.Org/10.1080/ 17501229.2011.577536.
Valizadeh, M. (2016). Iranian EFL Students’ Emotional Intelligence and Autonomy in Distance Education. English Language Teaching, 9(10), 22-30. http://dx.doi.org/10.5539 /elt.v9n10p22.
Vaziri, A., & Barjesteh, H. (2019). The Relationship between teaching reading strategies to hotel staff and its effects on their attitudes: Learners’ Autonomy, Reading Strategies, and Reading Comprehension. Journal of Tourism and Hospitality Research, 8(2), 45-58.
Yoshiyuki, N. (2011). Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education, 27(5), 900-910. https://doi.org/10.1016/j.tate.2011.03.001.
