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ERIC Number: EJ1174833
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1750-1229
A Teacher's Perspective on Autonomy and Self-Access: From Theory to Perception to Practice
Wichayathian, Nanthiya; Reinders, Hayo
Innovation in Language Learning and Teaching, v12 n2 p89-104 2018
Considerable resources are expended on the development of learner autonomy (LA), and in particular on the provision of self-access facilities as one of the most common ways in which institutions have tried to foster autonomy. Whether the intended outcomes are achieved depends in large part on teachers' agreement with and understanding of the rationale behind these efforts. A mismatch between an institutional objective and a classroom implementation may, for example, negatively impact the student experience. This project looks at teachers' perspectives on LA and self-access language learning in a university setting where a self-access component was introduced as a compulsory element of students' first-year courses. How do teachers conceptualise autonomous learning, what importance do they assign to it, and how do they attempt to foster autonomy in practice? What role do they see for self-access learning in this? In this project, we used a mixed-methods approach and obtained questionnaire data from 47 teachers on an English as a Foreign Language programme at a university in Thailand, as well as qualitative data from in-depth interviews with 5 teachers, on their beliefs about autonomy and self-access. The results show a complex interplay between teachers' beliefs, institutional constraints, and classroom implementation.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Grant or Contract Numbers: N/A