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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3902

Title: AN EXPLORATION OF THE PROMOTION OF LEARNER AUTONOMY IN THE EFL TEACHING/LEARNING PRACTICES AT AAU FRESHMAN LEVEL
Authors: ATAKILT, TEKELEHAIMANOT
Advisors: Dr. Teshome Demissie
Keywords: LEARNER AUTONOMY
TEACHING/LEARNING PRACTICES
AAU FRESHMAN LEVEL
Copyright: Jun-1998
Date Added: 23-Nov-2012
Publisher: AAU
Abstract: This study set out to explore the existence of conditions that lead to the promotion of learner autonomy in the EFL teaching/learning practices at AA U Freshman level. To answer this general question the investigation tried to find out: (i) whether and how learner training/strategy training is being conducted in EFL classroom, and (ii) whether the instructors are prepared to incorporate learner training into their regular English language teaching programmes. This second aspect of the investigation is focused on describing the instructors' preparedness in terms of their orientation in language learning strategies as well as in the instructional techniques to implement the training. The study was made on twelve AA U instructors currently teaching English at Freshman level. They were selected based on I purposive sampling technique. Four classroom video-recordings, two classroom observations and a set of instructors' questionnaire were made use of in this study. The results of the study revealed that some types of language learning strategies are taught embedded in the language learning tasks and activities. There are also some indications of dealing with students' attitudes and views regarding their roles in language learning. However, the occurrences of such elements of learner training are sporadic during the language teaching/learning processes and explicit or informed training seems to be lacking. The results also seem to suggest that the instructors in the study lack the necessary preparation in the implementation of learner training to be able to help their students 'learn how to learn' English. In sum, the findings from the study suggest that there are some indications of the existence of learner training/strategy training in the aforementioned classroom settings, but that the training is not given in a systematic way.Finally, on the basis of the above findings, some recommendations have been forwarded pointing to the need for pre-service and in-service teacher trainings in matters of learner training for the promotion of learner autonomy. It has also been suggested that English textbooks include explicit or direct strategy training/learner training sections other than the embedded practices such as those found in College English Coursebook (Vols. I and II) - a current course book for first year students.
URI: http://hdl.handle.net/123456789/3902
Appears in:Thesis - Teaching English as a Foreign Language

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