بررسي سطح يادگيري مستقل كه توسط معلمين تقويت شده در سطح متوسطه در كلاس هاي آموزش زبان خارجي

This research was conducted to investigate the concept of autonomous learning and how EFL teachers train learning strategies to the students in order to help them become autonomous learners. A mixed method approach was employed to collect data. Eight English classes were observed to investigate the status of autonomous strategies and strategy training in the Iranian context and five Iranian English teachers from Guilan, Iran participated in the interviews and expressed their attitudes towards the feasibility of autonomous strategies in the classroom. The results of the three parts of the investigation were analyzed to provide answers to the research questions. Data were summarized running descriptive statistics to show teachers’ implementations and perceptions of different strategies to foster autonomy. The Cronbach’s alpha value of the questionnaire was “α = .832”. The intra-rater reliability was found to be .418 for the observation checklist suggesting that there was enough agreement between the two series of the ratings made for the checklist. The findings of this study revealed that the most favored strategies employed in the selected classes included “adopting a dialogic discourse rather than a monologic approach”, “creating a democratic atmosphere”, and “encouraging group and cooperative interaction and negotiation”, respectively. The qualitative data from the interviews were summarized and analyzed too. Most of them assumed that autonomous learning strategies are feasible and useful in the classroom. Such as, giving them some chances to choose what they need to learn, or encourage them to have self-correction and peer-correction. On the other hand, they thought that some learning strategies could not be easily used in the classroom because there is lack of time and essential materials in the learning environment. Such as self-eva‎luation.

1401/01/24

منتخبي

66040