EFL Teachers' Perceptions of Learner Autonomy: Does STD-Based Training Make a Difference in their Autonomy-Supportive Behaviors

Rezabeigi, Marzieh; Maftoon, Parviz; Abbasian, Gholamreza

doi:10.22034/jls.2024.140796.1080

EFL Teachers' Perceptions of Learner Autonomy: Does STD-Based Training Make a Difference in their Autonomy-Supportive Behaviors

نوع مقاله : مقاله پژوهشی

نویسندگان

¹ Ph.D. in TEFL, Department of English Language, Research and Sciences Branch, Islamic Azad University, Tehran, Iran

² Associate Professor, Department of English Language, Islamic Azad University, Science and Research branch, Tehran, Iran

³ Assistant Professor, Imam Ali University, Tehran, Iran

10.22034/jls.2024.140796.1080

چکیده

Learner autonomy as both an individual as well as a social concept is considered to be a vital element in language learning. Moreover, enhancing learner autonomy has been a main concern among language learning scholars. Because of this primacy, this study in two phases, first sought to examine the desirability and feasibility of learner autonomy from teachers' perspective, and then sought to study the effectiveness of training on enhancing teachers' autonomy-supportive behaviors. Seventy-two Iranian EFL teachers' views were collected via an autonomy questionnaire developed by Borg and Al-Busaidi (2012). The results indicated that the teachers conceived autonomy to be more desirable than feasible. They considered autonomy as an ideal optional rather than an accessible purpose. Furthermore, classroom observations indicated that training in workshops that were based on self-determination theory (SDT) enhanced teachers' autonomy-supportive behaviors. Trained teachers outperformed untrained teachers in almost all criteria in the ASBI checklist. The study has implications for EFL teachers and teacher educators. The contribution SDT can have on autonomy enhancement indicates its significance and potential to be accentuated in instructional programs as well as pre-service and in-service training sessions.

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