افاق فكرية
Volume 12, Numéro 1, Pages 325-344
2024-05-05

Teachers’ Experience With Boosting Autonomous Learning In The Efl Classroom



Authors : Senouci Madiha .

Abstract

The purpose of the current research is to explore EFL teachers experience with promoting autonomous learning; it aims at identifying both teachers’ roles and their corresponding challenges in fostering autonomous learning at MLD Setif-2 University. For this purpose, a questionnaire was administered to 29 EFL teachers. As a sampling technique, the researcher opted for the convenience sampling. The data were analyzed quantitatively using SPSS.22. The results revealed that teachers frequently performed the role of a “resource” for enhancing autonomous learning. Additionally, they occasionally acted as either a “manager”, “counselor” or “facilitator”, respectively. A further finding indicated that teachers faced a number of challenges in relation to students, context, and teachers themselves. Accordingly, a number of pedagogical implications were suggested for teachers, administrators, and policy-makers.

Keywords

teacher's role ; challenges ; experience ; autonomous learning ; EFL classroom

Les articles similaires

دور إباضية المغرب الأوسط في تنشيط التجارة الصحراوية خلال العصر الوسيط Thé Rôle Of Ibadis Of Thé Central Maghreb Un Stimulating Thé Désert Trade During Thé Middle Age

بوسالم أحلام .  عابد يوسف . 
ص 117-132.

Muhammad A.r .webb: Thé First Anglo White Concert To Islam Un Thé U.s.a Ans Thé Influence Of Thé Ah Adyya Movemment

Yahia Zeghoudi . 
pages 74-88.

Thé Cultural And Linguistic Impact Of Gothic Literature On The Identity Of Algerian Teenagers: A Metamorphosis.

Said Houari Amel . 
pages 257-268.

Elucidating The Efl Teachers’ Salient Role In Incorporating Critical Thinking Within The Classroom: The Case Of Efl Teachers At Salhi Ahmed University Centre, Naama

Taibi Souhila .  Guessar Souad . 
pages 1161-1175.

A Gender- Based Analysis Of Learning English Pronunciation. Are Efl Teachers Aware About Their Students' Attitudes And Ldentities In Their Classroom As A Community Of Practice? (a Case Study Of Efl Students At The U Niversity Of Hassibabenbouali, Chlef)

Babou Amina . 
pages 129-139.

Formats de citation