University of Jyväskylä | JYX Digital Repository

  • English  | Give feedback |
    • suomi
    • English
 
  • Login
JavaScript is disabled for your browser. Some features of this site may not work without it.
View Item 
  • JYX
  • Lehdet
  • Apples : Journal of Applied Language Studies
  • 2017, Volume 11
  • 2017, Volume 11, Issue 2
  • View Item
JYX > Lehdet > Apples : Journal of Applied Language Studies > 2017, Volume 11 > 2017, Volume 11, Issue 2 > View Item

Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study

ThumbnailPublisher's PDF
View/Open
486.8Kb

Downloads:  
Show download detailsHide download details  
Szőcs, K. (2017). Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study. Apples : Journal of Applied Language Studies, 11 (2), 125-145. Retrieved from http://apples.jyu.fi/article/abstract/525
Published in
Apples: Journal of Applied Language Studies
Authors
Szőcs, Krisztina
Date
2017
Copyright
© The Author(s). Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.

 
Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, 2006), it is essential to gain insight into their views regarding learner autonomy (Borg & Al-Busaidi, 2012). Similarly, learners’ perceptions concerning language learning influence their openness to the ideas presented in the language classroom (Cottera ll, 1995). Furthermore, as mismatches between teachers’ and students’ beliefs could have a negative impact on learners’ motivation, understanding the relationship between teachers’ and students’ beliefs might lead to more successful learning. The present study explored language teachers’ and learners’ beliefs and classroom practices concerning learner autonomy in a Hungarian secondary school. Mixed methods were used: attitude-questionnaires and interviews revealed what language teachers (n=9) understood by learner autonomy and in what ways they claimed that they incorporated it in their practice. The study also looked into language learners’ beliefs (n=100) and reported autonomous behaviours. A questionnaire explored to what extent students felt responsible for their autonomy in language learning. Furthermore, classroom observations helped to gain insight into teachers’ classroom practices and language learners’ autonomous behaviours. Finally, the study revealed correspondences and mismatches between teachers’ and students’ autonomous beliefs. The findings of the study have pedagogical implications for practicing teachers and teacher educators as their awareness should be raised about the importance of learner autonomy to help them shape their learners’ learning experiences positively regarding autonomy development. ...
Publisher
Centre for Applied Language Studies, University of Jyväskylä
ISSN Search the Publication Forum
1457-9863
Keywords
autonomy beliefs practices language teachers language learners
DOI
10.17011/apples/urn.201708233542
URI

http://urn.fi/URN:NBN:fi:jyu-201708233542

Metadata
Show full item record
Collections
  • 2017, Volume 11, Issue 2 [7]
  • Browse materials
  • Browse materials
  • Articles
  • Conferences and seminars
  • Electronic books
  • Historical maps
  • Journals
  • Tunes and musical notes
  • Photographs
  • Presentations and posters
  • Publication series
  • Research reports
  • Research data
  • Study materials
  • Theses

Browse

All of JYXCollection listBy Issue DateAuthorsSubjectsPublished inDepartmentDiscipline

My Account

Login

Statistics

View Usage Statistics
  • How to publish in JYX?
  • Self-archiving
  • Publish Your Thesis Online
  • Publishing Your Dissertation
  • Publication services

Open Science at the JYU
 
Data Protection Description

Accessibility Statement
Open Science Centre