Socio-Cultural Interferences in Promoting Learner’s Autonomy in Iranian EFL Learners: English Language Teachers’ Attitudes
18 Pages Posted: 10 Sep 2021
Date Written: November 26, 2020
For more than three decades, learner’s autonomy has been a focus of many studies. Despite, teachers are considered as a potential tool in leading qualification but their role got unequal extent to which is seen lately, especially in extending learner autonomy in language classrooms. The purpose of the current research meant to investigate the attitudes of Iranian EFL teachers about the feasibility and utility of autonomy in learners at the M.A. and PhD level and analyses the potential socio-cultural interferences limiting the development of learner’s autonomy. To this aim, the researcher selected 298 EFL teachers who are teaching in Islamic Azad universities of Tehran, Tabriz, Kish, Shiraz, Damavand, Kermanshah, Alborz and data was gathered throughout semi-structured interviews. Data were later interpreted thematically. Running a number of factor analyses, the researchers modelled the participants’ mindsets toward LA, which can be quite significant as it can have some theoretical and pedagogical implications. Teachers asserted that learner autonomy is a novel concept. They believe that culture can be marked as interference in acquiring a learner’s autonomy. Generally, the observed interferences should be eliminated for the flourishing improvement of autonomy in learners.
Keywords: Socio-Cultural Interferences, Teachers’ Attitudes, Learner Autonomy, English Language
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