Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11889/6376
Title: Autonomous learning levels of students majoring in EFL and the role of their teachers in developing autonomous learning
Authors: Abdel Razeq, Anwar Hussein 
Keywords: English language - Study and teaching - Foreign speakers;Self-managed learning;Self-culture
Issue Date: 2018
Publisher: Journal of Educational and Psychological Studies - Sultan Qaboos University
Source: Abdel Razeq, A. (2018). Senior EFL Major’s Autonomous Learning Levels and Their Instructors’ Role in Developing Them. Journal of Educational and Psychological Sciences, 12 (4) 724-738,
Journal: Journal of Educational and Psychological Studies - Sultan Qaboos University 
Abstract: Learning a foreign language is greatly enhanced when learners are autonomous and enjoy a high level of autonomy in a myriad of activities. The current study investigated the levels of autonomy among senior non-native English students and the role of their university instructors in promoting autonomous learning. More specifically, the study examined the autonomous learning levels of 4th year non-native English majors and the role that the university instructors are playing in developing these non-native English majors‟ autonomous levels from students' perspectives. The data was gathered by semi-structured interviews. The sample of the study consists of 30 out of 100 students. Data collected were analyzed qualitatively using the thematic analysis method. The results of the study showed that generally non-native English majors enjoy a high level of autonomy in some activities ranging from the beginning to intermediate level. Pertaining to their instructors‟ roles in developing and improving their level of autonomy, the results showed that some students do not consider it a teacher‟s responsibility, whereas others indicated that it is incumbent upon the instructors to guide and train students on how to be autonomous and improve their level of autonomy. The reasons behind the results of the study, implications and recommendations for non-native English majors and university instructors are discussed.
Description: Article published in : Journal of Educational and Psychological Studies - Sultan Qaboos University, vol. 12, no. 4, 2018, p. 724-738
URI: http://hdl.handle.net/20.500.11889/6376
DOI: DOI: http://dx.doi.org/10.24200/jeps.vol12iss3pp724-738
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