期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：3
出版社：Brahmaputra Publishing House
摘要：Learner autonomy has been a recent trend in education which highlights thestudents’ engagement in their own learning. Although over the past 30 years, a largebody of research has been carried on learner autonomy, limited attention has been paidto the sense teachers make, theoretically and practically, of this concept. The presentstudy is an attempt to shed light on the general existing pattern of the way teachers viewlearner autonomy, autonomous activities and the challenges they face in classrooms. Todo so, applying the convenience method of sampling, a structured questionnaireconsisting of five sections was emailed to most of the teachers teaching English as aforeign language in Isfahan, Iran. In order to have a more precise analysis, an interviewwas carried out to see what reasons are behind the participants’ answers. Employing thereferential statistics, the results indicated that many teachers viewed autonomousactivities as a set of skills or abilities that learners need to master in order to learnindependently. It was, however, revealed that the teachers emphasized a range of factorsdaunting due to limitation of the language centers they work in. On the other hand,learner-related factors were most widely cited by these teachers. The findings of thisstudy might benefit those teachers and institution officials interested in enhancinglearning autonomy among their students and even educating themselves or the otherteachers to make use of it practically in classrooms.
关键词：Lerner autonomy; autonomous language learning activities; EFL teachers
