Autonomous English learning: Teachers’ and students’ perceptions
Autonomous English learning: Teachers’ and students’ perceptions
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自主英语学习：教师和学生的看法
DOI：
10.17509/ijal.v9i2.20234
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发表时间：
2019
影响因子：
--
通讯作者：
M. Faruq Ubaidillah
中科院分区：
文献类型：
--
作者：
K. Khotimah;Utami Widiati;M. Mustofa;M. Faruq Ubaidillah
本研究旨在调查教师和学生对英语教学中自主学习的看法，以及教师在多大程度上促进了学生的自主学习。向印度尼西亚省级地区的30名英语教师和283名三年级中学生分发了一套问卷。本研究的参与者是随机选择的。此外，为了获得补充数据，我们对每个学校的两名学生进行了访谈。研究结果表明，尽管教师和学生都对自主学习持积极态度，但他们对自主学习概念的理解仍然不足。在让学生自主学习方面，教师具有很强的进取心。本研究最后对教师及教师教育计划提出建议。
This study aims at investigating teachers’ and students’perceptions of autonomous learning in English language teaching and to what extent the teachers foster students’ autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.