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Addis Ababa University Libraries Electronic Thesis and Dissertations: AAU-ETD! >
Institute of Language Studies >
Thesis - Teaching English as a Foreign Language >
Please use this identifier to cite or link to this item:
http://hdl.handle.net/123456789/1946
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| Title: | LEARNER AUTONOMY IN LEARNING ENGLISH: MEKELLE ATSE YOHANNES PREPARATORY SCHOOL IN FOCUS |
| Authors: | MESFIN, EYOB |
| Advisors: | Dr. Geremew Lemu |
| Copyright: | 2008 |
| Date Added: | 20-Jan-2009 |
| Publisher: | Addis Ababa University |
| Abstract: | The main objective of this study is to asses the practice of autonomous learning
and identify the problems encountered in practicing it in grade 11 Atse
Yohannes preparatory school students. The subjects of the study were 202
students and 5 teachers in the academic year 2000 E.C. They were selected
using random sampling. To get data from the sample group questionnaire,
interview and focus group discussion were used. The data collected using these
instruments were analyzed by frequency counting percentage, mean and
description of the qualitative data. The findings indicated that the majority of
students were aware of their roles and language learning strategies but they had
little awareness towards their teachers’ role. In addition, the students were not
exerting effort to improve their English skills, that is they were not responsible
for their own learning. The study also revealed some problems that hold back
students effort to learn English: lack of Basic English skills, their exam based
technique of study, inadequacy of English materials, and lack of confidence in
using English. In light of these findings, it is recommended that teachers have
to encourage a greater degree of autonomy by integrating language content
and learning process through learner strategy training, incorporating reflective
lessons into their teaching, drawing up learning contracts and learner diaries
.Besides, the school community have to look different mechanisms for fostering
learner autonomy. |
| Description: | A THESIS PRESENTED TO THE DEPARTMENT OF FOREIGN LANGUAGES AND
LITERATURE
(GRADUATE PROGRAMME)
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN
TEACHING ENGLISH AS A FOREIGN LANGUAGE
(TEFL) |
| URI: | http://hdl.handle.net/123456789/1946 |
| Appears in: | Thesis - Teaching English as a Foreign Language
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