Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy

DOI

10.2991/icollite-18.2019.53How to use a DOI?

Keywords

digital era; EFL; learner autonomy; teachers' role in learner autonomy

Abstract

This present study aims at investigating Indonesian EFL teachers’ beliefs about learner autonomy. A questionnaire about 36 English teachers' perception towards learner autonomy was used to collect data. The data were analyzed using descriptive analysis by utilizing the SPSS. The study reveals that the majority of Indonesian ELT teachers defined learner autonomy as learners' responsibility for taking care of his own learning independently with less support of the teacher and making decisions about how they learn in which the teacher played a major role in promoting and developing learner autonomy. Furthermore, most teachers confirmed that their students are able to be autonomous and are quite sure that they will succeed in promoting learner autonomy. However, learner autonomy is important in EFL learning, but there are some constraints that teachers face and need to overcome. The study underlines the importance of teachers taking a professional training workshop, in order to help them to get more information and improve their knowledge of learner autonomy.

Copyright

© 2019, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Melvina Melvina
AU  - Didi Suherdi
PY  - 2019/03
DA  - 2019/03
TI  - Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy
BT  - Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018)
PB  - Atlantis Press
SP  - 239
EP  - 242
SN  - 2352-5398
UR  - https://doi.org/10.2991/icollite-18.2019.53
DO  - 10.2991/icollite-18.2019.53
ID  - Melvina2019/03
ER  -