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dc.contributor.authorSzőcs, Krisztina
dc.date.accessioned2017-09-13T05:28:18Z
dc.date.available2017-09-13T05:28:18Z
dc.date.issued2017
dc.identifier.citationSzőcs, K. (2017). Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study. <em>Apples : Journal of Applied Language Studies</em>, 11 (2), 125-145. Retrieved from <a href="http://apples.jyu.fi/article/abstract/525">http://apples.jyu.fi/article/abstract/525</a>
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/55335
dc.description.abstractJustifications 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.en
dc.language.isoeng
dc.publisherCentre for Applied Language Studies, University of Jyväskylä
dc.relation.ispartofseriesApples: Journal of Applied Language Studies
dc.rightsThis publication is copyrighted. You may download, display and print it for Your own personal use. Commercial use is prohibited.en
dc.subject.otherautonomy
dc.subject.otherbeliefs
dc.subject.otherpractices
dc.subject.otherlanguage teachers
dc.subject.otherlanguage learners
dc.titleTeachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study
dc.typeArticle
dc.identifier.urnURN:NBN:fi:jyu-201708233542
dc.date.updated2017-09-13T05:28:18Z
dc.description.reviewstatuspeerReviewed
dc.relation.issn1457-9863
dc.relation.volume11
dc.rights.copyright© The Author(s). Julkaisu on tekijänoikeussäännösten alainen. Teosta voi lukea ja tulostaa henkilökohtaista käyttöä varten. Käyttö kaupallisiin tarkoituksiin on kielletty.fi
dc.relation.doi10.17011/apples/urn.201708233542


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