|
Document Type |
: |
Thesis |
|
Document Title |
: |
STUDENTS VOICE AND TEACHERS VOICE OF LEARNER AUTONOMY AND ITS APPLICATION IN THE SAUDI EFL CLASSROOMS آراء الطلاب والأساتذة عن التعليم المستقل وتطبيقها في الفصول الدراسية لتعليم اللغه الإنجليزية |
|
Subject |
: |
English Language Institute |
|
Document Language |
: |
Arabic |
|
Abstract |
: |
For decades, the term learner autonomy has been the focus of many studies in the field of education and language learning. Developing autonomous learners is an area that needs to be explained and analysis of what learners need to carry on in their learning process using the right skills and resources. This study investigates foundation year EFL students and teachers' perspectives of learner autonomy. Moreover, it examines whether learners have the knowledge and the competence to develop their learning. This study seeks to explore the teachers' knowledge and contribution to learner autonomy and their classroom applications in Saudi Arabia. The perspectives and views of both students (n=150) and teachers (50) were collected using a questionnaire. This study is an attempt to contribute to the literature underlying learner autonomy in the field of language learning in the Saudi context. It follows a mixed methods approach. The reviewed literature showed that such implications of learner autonomy reflected positively on learners (Han, 2015, Burkert & Schwienhorst. 2008). There are limited studies conducted in the Saudi context. Furthermore, the reviewed studies such as Borg (2003), Dang (2010) and Khan (2011) also indicate that teachers are aware of the concept but face difficulties in fostering it. Results show that in Saudi context, teachers expressed concerns and limitations such as believing in learner autonomy concept and choosing the right methods to apply it, which this study attempts to investigate. The main findings of this study showed that both teachers and students participated in this study had negative perceptive on learner autonomy, and teachers believed that Saudi learners are not ready to develop as autonomous language learners.
Keywords: Learner Autonomy, EFL learners’ perspective, autonomous learning, teachers’ perspective, Saudi Arabia |
|
Supervisor |
: |
Dr. Nadia Shukri |
|
Thesis Type |
: |
Master Thesis |
|
Publishing Year |
: |
1439 AH
2018 AD |
|
Added Date |
: |
Thursday, July 12, 2018 |
|
Researchers
| جميلة موسى عسيري | Asiri, Jameelah Mousa | Researcher | Master | |
|