چکیده:
Fostering autonomous learning has become one of the key concerns of course designers and curriculum planners in the last 20 years which has been validated on both ideological and psychological grounds. However, estimating learners’ readiness to accept autonomous education is an important step prior to moving toward autonomous education. Thus, the current research investigated the patterns of autonomous behavior among Iranian EFL learners before the implementation of principles of autonomous education in language classroom. Students' responses to autonomy questionnaire went through a factor analysis process which revealed the existence of three factors underlying participants' autonomous learning behaviors. The paper discusses each factor in turn and concludes by reiterating the importance of implementing the underlying factors in designing courses that aim at fostering learner autonomy.
خلاصه ماشینی:
Students' responses to autonomy questionnaire went through a factor analysis process which revealed the existence of three factors underlying participants' autonomous learning behaviors.
Educational practices include learner training, strategy training and learning conversations or classroom discourse based on a model of language learning (Harri-Augstein & Thomas, 1990).
Instrumentation Learner autonomy questionnaire In order to collect data on learners' readiness for autonomous education, a Chinese to English translated version of Zhang and Li's (2004) questionnaire was adapted for the purpose of the current study.
The second factor, named learner confidence in study ability, revolved around learners’ ability and confidence to express their selves in the class and understand their strength and weaknesses in learning English language.
The second research question of the study aimed at finding the extent to which Iranian EFL learners were able to learn autonomously in actual learning settings.
57% of Iranian EFL learners attributed their success or failure in learning English language to themselves rather than external factors such as luck and environment.
The next question in language learner autonomy questionnaire, asked respondents about their preferred type of correction after making a mistake throughout their learning.
The respondents who agreed strongly with the first factor, were applying autonomous approach to studying English throughout their learning.
In the same vein, the second item under factor two- Learner confidence in study ability- proved that Iranian EFL learners were able to understand their strength and weaknesses in learning English language.
The analysis of responses gathered from the 10 forced-choice format questions revealed a tendency toward autonomy among Iranian language learners.