Teachers' Perspectives on Promoting Learner Autonomy for Vocabulary Development: A Case Study

Autor/in	Almusharraf, Norah
Titel	Teachers' Perspectives on Promoting Learner Autonomy for Vocabulary Development: A Case Study
Quelle	In: Cogent Education, 7 (2020) 1, Artikel 1823154 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2331-186X
DOI	10.1080/2331186X.2020.1823154
Schlagwörter	Vocabulary Development; Case Studies; Teaching Methods; Personal Autonomy; English (Second Language); Constructivism (Learning); Transformative Learning; Learning Theories; Females; Single Sex Colleges; Foreign Countries; Cultural Context; Language Teachers; Teacher Attitudes; Learning Motivation; Instructional Innovation; Saudi Arabia + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Case study; Fallstudie; Case Study; Teaching method; Lehrmethode; Unterrichtsmethode; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Pädagogische Transformation; Learning theory; Lerntheorie; Weibliches Geschlecht; Ausland; Language teacher; Sprachunterricht; Lehrerverhalten; Motivation for studies; Lernmotivation; Educational Innovation; Bildungsinnovation; Saudi-Arabien
Abstract	The research reported here represents a qualitative case study that engaged teachers as participants over a prolonged period, examining their teaching practices and agentive roles in the language development of their students. This study draws on a social constructivist framework and transformative learning theory, both of which approach the learner as an agentive self and in the socio-cultural context of language learning. Data collection took place at an all-female university in the Kingdom of Saudi Arabia (KSA). It includes face-to-face semi-structured interviews of six teachers from two different classrooms, classroom observations (of two of the six teachers), and audio recordings of instructional practices. The findings reveal that the implementation of autonomous learning is a significant factor in students' intrinsic engagement and motivation to develop vocabulary knowledge. This study aims to offer guidance to language teachers and researchers who advocate for learner autonomy and innovative classroom practices. It recommends new strategies for cultivating learner autonomy in English education, both in the KSA classroom and elsewhere. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01