Learner autonomy amid COVID-19 outbreak: Insights from EFL teachers’ beliefs
Kasetsart Journal of Social Sciences -- formerly Kasetsart Journal (Social Sciences), Volume 043, Issue 3, July 2022- September 2022, Pages 741-748
ISSN: 2452-3151(0125-8370)
DOI: doi.org/10.34044/j.kjss.2022.43.3.28
Luh Putu Artinia,*, Putu Kerti Nitiasiha and A. A. Istri Sri Wirapatnia
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aEnglish Language Education, Faculty of Language and Art, Ganesha University of Education, Bali 81116, Indonesia
*Corresponding author, e-mail: putu.artini@undiksha.ac.id
This study aimed to provide insights into English as a foreign language (EFL) teachers’ beliefs regarding learner autonomy at the Indonesian senior high school level. The study followed a sequential mixed-method that employed questionnaires and interviews for data collection. Eighteen EFL senior high school teachers were recruited to participate in this study. It was found that the EFL teachers showed very positive beliefs toward learner autonomy. They associated learner autonomy with the concept of learners’ initiative and independence to learn without any compulsions from the teacher. While, EFL teachers perceived their learners as less autonomous in learning, they had made some efforts to promote learner autonomy, such as maximizing the use of the internet and existing resources, emphasizing freedom in learning, and motivating learning. However, inadequate school facilities and learners’ low motivation became teachers’ constraints in promoting learner autonomy. Therefore, even though EFL teachers knew the importance of learner autonomy, they could not expect optimum development. This reveals the need for special attention from policymakers regarding learner autonomy in online teaching and learning.
autonomous learner, COVID-19 outbreak, EFL learning, learner autonomy, teachers’ beliefs
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