Iranian EFL Teachers' Practices and Learner Autonomy: Do Gender, Educational Degree, and Experience Matter?

Autor/inn/en	Nasri, Najmeh; Vahid Dastjerdy, Hossein; Eslami Rasekh, Abbass; Amirian, Zahra
Titel	Iranian EFL Teachers' Practices and Learner Autonomy: Do Gender, Educational Degree, and Experience Matter?
Quelle	In: Innovation in Language Learning and Teaching, 11 (2017) 2, S.146-158 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2015.1078337
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Teaching Methods; Personal Autonomy; Gender Differences; Educational Attainment; High School Students; Teacher Characteristics; Teaching Experience; Questionnaires; Statistical Analysis; Interviews; Educational Resources; Teacher Education; Expectation; Tests; Course Descriptions; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; Geschlechterkonflikt; Bildungsabschluss; Bildungsgut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Fragebogen; Statistische Analyse; Interviewing; Interviewtechnik; Bildungsmittel; Lehrerausbildung; Lehrerbildung; Expectancy; Erwartung; Examination; Prüfung; Examen; Kursstrukturplan
Abstract	Owing to the importance of learner autonomy (LA) and considering the prominent role of teachers in this respect, the present study investigated: (1) Iranian English as a foreign language teachers' practices for promoting high school students' autonomy, (2) possible differences among teachers' practices with different educational degrees, levels of experience, and gender, and (3) factors which, in teachers' opinion, affect their practices for promoting LA. To this purpose, 80 randomly selected teachers answered Chang's (2007. "The Influence of Group Processes on Learners' Autonomous Beliefs and Behaviours." "System" 35 (3): 322-337.) questionnaire. The statistical analysis revealed no significant difference between the experienced/inexperienced and BA/MA groups. However, female teachers were found to outperform males in using specific strategies. Moreover, the interviewed teachers believed that their practices could be affected by a number of factors such as resources, teacher training, freedom in syllabus and tests, as well as students', parents', and principals' expectations. The findings of this study provide functional pedagogical implications for language teachers and teacher educators. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01