Investigating the Effect of Raising EFL Teachers’ Awareness of Learner Autonomy on Students’ L2 Motivation in EFL Learning
محورهای موضوعی : Teaching
Nader Abdolshahi Rad
1
,
Bahram Mowlaie
2
,
Hossein Rahmanpanah
3
1 - Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
2 - Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
3 - Department of Foreign Languages, South Tehran Branch, Islamic Azad University, Tehran, Iran
کلید واژه: Autonomy, Autonomous Learning, Motivation, Language Learning Strategies, Teachers’ Awareness of Learner Autonomy.,
چکیده مقاله :
the current study explored the effect of raising EFL teachers’ awareness of learner autonomy on students’ L2 motivation. Initially, a questionnaire adapted from Borg and Al-Busaidi (2012) assessed teachers’ beliefs about learner autonomy. Twenty EFL teachers unaware of the concept of autonomy in EFL learning were selected based on their responses and were divided into two groups: an experimental group and a control group. To evaluate students’ L2 motivation, Taguchi (2010) L2 motivation questionnaire was used. Based on the respondents’ answers 100 students initially lacking motivation in L2 learning were selected. Afterwards, these students were divided evenly between the two teacher groups. The experimental group teachers attended a ten-hour workshop on autonomy. The treatment involved a comprehensive workshop focusing on enhancing the participants’ awareness and understanding of learner autonomy. The workshop covered topics such as the principles of learner autonomy, practical strategies to promote autonomous learning, and the benefits of fostering an autonomous learning environment. Teachers engaged in interactive sessions, group discussions, and practical activities to translate theoretical concepts into classroom practices. After instructional phase, the same questionnaires were administered to assess students’ motivation fluctuation. Independent sample t-test analysis showed a significant difference in posttest scores between students’ scores in both groups. Data analysis showed a significant improvement in motivation among students taught by teachers who had attended the workshop. The study concludes that teacher training focused on learner autonomy significantly enhances students’ motivation, with important implications for curriculum design and educational policy in the Iranian EFL
the current study explored the effect of raising EFL teachers’ awareness of learner autonomy on students’ L2 motivation. Initially, a questionnaire adapted from Borg and Al-Busaidi (2012) assessed teachers’ beliefs about learner autonomy. Twenty EFL teachers unaware of the concept of autonomy in EFL learning were selected based on their responses and were divided into two groups: an experimental group and a control group. To evaluate students’ L2 motivation, Taguchi (2010) L2 motivation questionnaire was used. Based on the respondents’ answers 100 students initially lacking motivation in L2 learning were selected. Afterwards, these students were divided evenly between the two teacher groups. The experimental group teachers attended a ten-hour workshop on autonomy. The treatment involved a comprehensive workshop focusing on enhancing the participants’ awareness and understanding of learner autonomy. The workshop covered topics such as the principles of learner autonomy, practical strategies to promote autonomous learning, and the benefits of fostering an autonomous learning environment. Teachers engaged in interactive sessions, group discussions, and practical activities to translate theoretical concepts into classroom practices. After instructional phase, the same questionnaires were administered to assess students’ motivation fluctuation. Independent sample t-test analysis showed a significant difference in posttest scores between students’ scores in both groups. Data analysis showed a significant improvement in motivation among students taught by teachers who had attended the workshop. The study concludes that teacher training focused on learner autonomy significantly enhances students’ motivation, with important implications for curriculum design and educational policy in the Iranian EFL
Aghaei, P., Bavali, M., & Behjat, F. (2020). An In-Depth Qualitative Study of Teachers' Role Identities: A Case of Iranian EFL Teachers. International Journal of Instruction, 13(2), 601-620.
Ahmed, M. K., & Hossain, K. I. H. (2024). Nurturing Learner Autonomy to Enhance Motivation and Academic Achievement for the L2 Learners in ESL Contexts. IUBAT Review, 7(2), 176-196.
Al Asmari, A. (2013). Practices and Prospects of Learner Autonomy: Teachers' Perceptions. English Language Teaching, 6(3), 1-10.
Al-Hoorie, A. H., & Hiver, P. (2024). The validation crisis in the L2 motivational self-system tradition. Studies in Second Language Acquisition, 46(2), 307-329.
Al-Munawwarah, S. F., Anjaniputra, A. G., & Sianipar, R. T. (2018). Students’ motivation in EFL learning. Tell-Us Journal, 4(2), 107-119.
Aryadoust, V., Soo, Y. X. N., & Zhai, J. (2024). Exploring the state of research on motivation in second language learning: a review and a reliability generalization meta-analysis. International Review of Applied Linguistics in Language Teaching, 62(2), 1093-1126.
Bai, B., & Wang, J. (2023). Maintaining learner motivation in EFL classrooms. Language Learning Journal, 25(3), 214-230.
Benson, P. (2008). Teachers’ and learners’ perspectives on autonomy. Learner and teacher autonomy, 15-32.
Bhattacharya, A., & Chauhan, K. (2010). Augmenting learner autonomy through ICT.
Journal of Language Teaching and Research, 1(3), 258-267.
Borg, S., and Al-Busaidi, S. (2012). Learner autonomy: English language teachers’ beliefs and practices. London: British Council.
Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers' beliefs and practices. Language Teaching Research, 23(3), 262-286.
Borjian, M. (2013). English in post-revolutionary Iran: From indigenization to internationalization. UK: Multilingual Matters.
Chen, Z., & Ramzan, M. (2024). Analyzing the role of Facebook-based e-portfolio on motivation and performance in English as a second language learning. International Journal of English Language and Literature Studies, 13(2), 123-138.
Chong, S., & Reinders, H. (2022). Autonomy in language learning: Definitions and practical applications. Language Teaching Research, 28(1), 23-41.
Danesh, J., & Shahnazari, M. (2020). A structural relationship model for resilience, L2 learning motivation, and L2 proficiency at different proficiency levels. Learning and Motivation, 72, 101636.
Ushioda, E., & Dörnyei, Z. (2017). Beyond global English: Motivation to learn languages in a multicultural world: Introduction to the special issue. The Modern Language Journal, 101(3), 451-454.
Esteban, A. (2022). Understanding autonomy in educational contexts. Educational Research Review, 14(3), 210-225.
Feng, H. Y., Fan, J. J., & Yang, H. Z. (2013). The relationship of learning motivation and achievement in EFL: Gender as an intermediated variable. Educational Research International, 2(2), 50-58.
Gardner, R. C. (1988). Attitudes and motivation. Annual review of applied linguistics, 9, 135-148.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second-language acquisition. Canadian Journal of Psychology, 13(4), 266.
Ghorbani-Nejad, A. (1999). Teaching English in Iranian secondary schools: Problems and solutions. Iranian Journal of Applied Linguistics, 2(1), 45-56.
Khani, R. (2003). Investigating the current status of EFL teaching in Iran. Journal of Language and Translation Studies, 6(1), 23-38.
Lak, M., Soleimani, H., & Parvaneh, F. (2017). The effect of teacher-centeredness method vs. learner-centeredness method on reading comprehension among Iranian EFL learners. Journal of Advances in English Language Teaching, 5(1), 1-10.
Leenknecht, M., Van Daele, T., & Luyten, P. (2023). The interplay of motivation and educational outcomes. Learning and Instruction, 64, 101-115.
Lengkanawati, N. S. (2017). Learner autonomy in the Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 6(2), 222-231.
Liu, J. (2012). The impact of learner autonomy on learner motivation in EFL learning. Journal of Language Teaching and Research, 3(3), 508-517.
Liu, G. L., Zhang, Y., & Zhang, R. (2024). Examining the relationships among motivation, informal digital learning of English, and foreign language enjoyment: An explanatory mixed-method study. ReCALL, 36(1), 72-88.
Lucas, R. I., Pulido, D., Miraflores, E., Ignacio, A., Tacay, M., & Lao, J. (2010). A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, 4, 3-24.
MacIntyre, P. D., & Vincze, L. (2017). Positive and negative emotions underlie motivation for L2 learning. Studies in Second Language Learning and Teaching, 7(1), 61-88.
Mehdiyev, I. (2020). Teacher training and learner autonomy in EFL classrooms. Journal of Education and Practice, 11(21), 45-54.
Nielsen, B. M. (2019). Fostering learner autonomy in foreign language learning: justifications, Definitions, Misconceptions, and interrelated components for its realization.
Nunan, D., Palfreyman, D., Timperley, H., Smith, P., & Vieira, F. (2014). Teachers’ beliefs and practices in teaching learner autonomy. System, 47, 58-69.
Pazhouhesh, M. (2014). Teaching English in state-run and private language schools in Iran: Approaches, designs and procedures. International Journal of Language Learning and Applied Linguistics World, 5(1), 42-52.
Pichugova, I. L., Stepura, S. N., & Pravosudov, M. (2016). Issues of promoting learner autonomy in EFL context. In SHS Web of Conferences. Vol. 28: Research Paradigms Transformation in Social Sciences (RPTSS 2015). Les Ulis, 2016. (Vol. 282015, p. 1081). EDP Sciences.
Sanprasert, N. (2010). The application of a course management system to enhance autonomy in learning English as a foreign language. System, 38(1), 109-123.
Shatery, H. (2012). Teacher vs. Student-centered classroom interaction at Isfahan University. The Iranian EFL Journal, 8(1), 208-220.
Stockwell, G. (2023). Exploring the relationship between learner autonomy and motivation in language learning. Computer Assisted Language Learning, 36(2), 115-128.
Tai, K. W., & Zhao, Y. V. (2024). Success factors for English as a second language university students’ attainment in academic English language proficiency: Exploring the roles of secondary school medium-of-instruction, motivation and language learning strategies. Applied Linguistics Review, 15(2), 611-641.
Tan, S., Ng, P., & Lim, S. (2023). Teacher training and the promotion of learner autonomy. Journal of Language Teaching and Research, 14(2), 301-314.
Teng, F. (2019). Autonomy, agency, and identity in foreign language learning and teaching. Springer.
Yunus, M. M., & Arshad, N. D. M. (2015). ESL teachers' perceptions toward the practices and prospects of autonomous language learning. Asian Social Science, 11(2), 41.
Zhang, R., & Zou, D. (2024). Self-regulated second language learning: A review of types and benefits of strategies, modes of teacher support, and pedagogical implications. Computer Assisted Language Learning, 37(4), 720-765.
Zhuang, J. (2010). The changing role of teachers in the development of learner autonomy-Based on a Survey of" English Dorm Activity". Journal of Language Teaching and Research, 1(5), 591.
