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Teachers’ written feedback on the workshops was very positive. They appreciatedthe opportunity to discuss their beliefs and practices with one another and foundit interesting that very different views were being expressed by colleagues inthe same organisation. For example, after Workshop 1, one teacher wrote it was‘Interesting to see and hear how different we are in one place, doing the same job’.Another reflected that ‘when you discuss a problem you have a chance to see adifferent view’. For Workshop 2, a teacher felt that the activities ‘inspired new ideasfor promoting learner autonomy’ and another noted that it was ‘amazing to seejust how many practical possibilities there are to encourage learner autonomy’.Less positively, one recurrent point teachers made in their feedback was that theyneeded more time for further discussions of the kinds they were having in thesessions – but we would also construe that as positive feedback on the value theteachers felt such discussions had.For logistical reasons, the first four workshops were conducted over a period offive days, with the final workshop some months later. The intensive phase workedwell in terms of creating energy among the group, though there are also goodarguments for a more staggered schedule of workshops so that teachers haveopportunities to make concrete connections between the issues being discussedand their classroom practices.The professional development phase of this project, then, was an integral part ofit. It extended far beyond telling teachers about the results of the prior researchphase and used these results as the basis of interactive sessions in which teacherswere able to reflect, individually and collectively, on their own beliefs and practicesregarding learner autonomy. We acknowledge that without concrete evidence ofchanges in these beliefs and practices we cannot claim that the workshops had ademonstrable impact on the teachers or on their learners. However, we feel thatthe model we adopted here for combining research and professional developmentprovides a strong basis for such impact. Institutions adopting such a model, wewould advise, should also build in space for the kinds of ongoing support andreview that will allow for judgements about impact to be made.In conclusion, we thank all the teachers who took part in this project for making ita success. We trust that language teaching colleagues around the world will findthis report helpful both in further research into teachers’ understandings of learnerautonomy and in the more practical activity of supporting teacher developmentfor learner autonomy.Notes1. The Wilcoxon signed ranks test is used to compare differences on two setsof data from the same respondents. It is the non-parametric equivalent of thedependent t-test (see Field, 2009).2. In our earlier report of this work (Borg & Al-Busaidi, 2011), four workshopswere described; the fifth workshop was conducted after that paper had beenwritten.240 | Teacher Beliefs Autonomy
ReferencesAl-Shaqsi, T. S. (2009) Teachers’ beliefs about learner autonomy. In S. Borg (Ed.),Researching English language teaching and teacher development in Oman Muscat:Ministry of Education, Oman. 157-165.Balçıkanlı, C. (2010) Learner autonomy in language learning: Student teachers’beliefs. Australian Journal of Teacher Education, 35/1, 90-103.Barfield, A., & Brown, S. (Eds.). (2007). Reconstructing autonomy in languageeducation: Inquiry and innovation. Basingstoke: Palgrave Macmillan.Benson, P. (2006) Autonomy in language teaching and learning. LanguageTeaching, 40/1, 21-40.Benson, P. (1996) Concepts of autonomy in language learning. In R. Pemberton,E. S. L. Li, W. W. F. Or & H. D. Pierson (Eds.), Taking control: Autonomy in languagelearning Hong Kong: Hong Kong University Press. 27-34.Benson, P. (2009) Making sense of autonomy in language learning. In R.Pemberton, S. Toogood & A. Barfield (Eds.), Maintaining control: Autonomy andlanguage learning Hong Kong: Hong Kong University Press. 13-26.Benson, P. (1997) The philosophy and politics of learner autonomy. In P. Benson& P. Voller (Eds.), Autonomy and independence in language learning London:Longman. 18-34.Benson, P. (2007a) Teachers’ and learners’ perspectives on autonomy. In T. E.Lamb & H. Reinders (Eds.), Learner and teacher autonomy: Concepts, realities andresponses. Amsterdam: John Benjamins.Benson, P. (2011) Teaching and researching autonomy in language learning (2nded.). Harlow: Longman.Benson, P. (2001) Teaching and researching autonomy in language learning. Harlow:Longman.Benson, P. (Ed.). (2007b) Learner autonomy: Teacher and learner perspectives.Dublin: Authentik.Benson, P., & Voller, P. (Eds.). (1997) Autonomy and independence in languagelearning. London: Longman.Borg, S. (2011) The impact of in-service teacher education on language teachers’beliefs. System, 39/3, 370-380.Borg, S. (2006) Teacher cognition and language education: Research and practice.London: Continuum.Borg, S., & Al-Busaidi, S. (2011) Teachers’ beliefs and practices regarding learnerautonomy. ELT Journal. 10.1093/elt/ccr065.Teacher Beliefs Autonomy | 241
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TeachingEnglishBritish Council ELTR
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British Council ELTResearch PapersV
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ContentsForewordJohn Knagg OBE 3Ove
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ForewordThe British Council aims to
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OverviewPerceptions and Strategies
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A global study of primary English t
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Attitudes to English as a language
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How to make yourself understood by
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1Perceptions and strategies oflearn
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and recently the use of metaphor ha
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Research methods explored to unders
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AgegroupNo. ofparticipantsGenderFMT
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This boy’s way of expressing his
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A breakdown of eight individual asp
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them vulnerable and fragile, ‘It
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It is likely that they perceived le
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ead what teacher is writing on the
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ReferencesBerendt, E. (2008, ed.) M
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Communication Difficulties, In A.L,
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2Investigating global practicesin t
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Review of the LiteratureThe widespr
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training in its theoretical underpi
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2003; Wedgwood, 2007) and teachers
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ationale and without a detailed con
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3. South Korea: a mixed Grades 1 an
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How useful are the following in pla
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translation exercises 50.5%activiti
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Which of the following do you think
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was grammar-based. However, the chi
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Such materials should be:■■■
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Gorsuch, G. J. (2000) EFL education
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Mihaljević Djigunović, J. (2009)
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Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
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# Answer Response %1 It’s a good
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# Answer Response %1 Yes 666 29%2 N
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Appendix 4 - Professionaldevelopmen
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# Answer Response %1 Ministry of Ed
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Appendix 5 - Teachersatisfaction# A
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4Confucius, constructivismand the i
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of the sustainability of initiative
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HeilongjiangXinjiangInner MongoliaL
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Method No of interviews Numbers off
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Zhang Huilin also expressed approva
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When I came back … I was teaching
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vocabulary; and songs and storytell
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asked] can you still use CLT at Sen
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ural areas of Shaanxi province. Li
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after their return. Non-participati
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Chisolm, L. (ed) (2004) Changing cl
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5Pulling the threads together:curre
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Review of literatureThis literature
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commitment to language rights (Toll
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SummarySo, taking into account rese
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‘symbolic domination’ (Bourdieu
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Research that focuses heavily on in
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and she [the EAL LA advisor] builds
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■■■■Planning L1 use careful
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■■■■■■A community with
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for teachers and children. Forthcom
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Basit, T. N. (2009) ‘White Britis
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Hall, C. J., Smith, P. H., & Wicaks
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Sellers, R. M., Smith, M. A., Shelt
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School Location Number of pupils Of
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School Participants Nature of parti
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ecently where they had all the pare
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6Early EFL learning in context -evi
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Early EFL learning in CroatiaBackgr
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SampleA total of 173 young EFL lear
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School 73- a village school with ar
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In all schools except one village s
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Excerpt 2:T: Yes it’s a tiny, tin
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The three excerpts illustrate three
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time. At the very start of early FL
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YLs’ answers to the question abou
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As these explanations clearly show,
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Socio-economicstatusLearningenviron
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Medved Krajnović, M. and Letica Kr
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7Attitudes to English as alanguage
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learners’ aspirations. Such appro
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country can either be characterised
Page 193 and 194: In addition there are several madra
Page 195 and 196: The overall picture in terms of lit
Page 197 and 198: give them a small token of apprecia
Page 199 and 200: Field notes and photographsIn addit
Page 201 and 202: know English become a team leader o
Page 203 and 204: English for computing and mobile ph
Page 205 and 206: Or:Bangla is our language. No one w
Page 207 and 208: highly respected people - all thing
Page 209 and 210: professions, and with providing a s
Page 211 and 212: And while there may be a need for m
Page 213 and 214: Erling, E. J. and P. Seargeant (eds
Page 215 and 216: Appendix: Interview scheduleQuestio
Page 217 and 218: 8Learner autonomy: Englishlanguage
Page 219 and 220: ability to take charge of one’s l
Page 221 and 222: One key argument for us here, then,
Page 223 and 224: The final study we discuss here is
Page 225 and 226: MethodologyResearch QuestionsThis p
Page 227 and 228: c. Critical reviewWe asked an acade
Page 229 and 230: emind those who had not. Two days a
Page 231 and 232: epresenting each orientation functi
Page 233 and 234: it’s just trying to help students
Page 235 and 236: • Feasibility• DesirabilityClas
Page 237 and 238: able to choose the main topic, the
Page 239 and 240: The small percentage of teachers wh
Page 241 and 242: it as a set of skills or abilities
Page 243: Workshop Topic Goals1 What is learn
Page 247 and 248: Johnson, K. E. (2006) The sociocult
Page 249 and 250: Appendix 1: The QuestionnaireEnglis
Page 251 and 252: StatementStrongly disagreeDisagreeU
Page 253 and 254: Section 3: Your Learners and Your T
Page 255 and 256: Appendix 2: Sample InterviewSchedul
Page 257 and 258: Appendix 3: Descriptive statisticsf
Page 259 and 260: Statement26. Promoting autonomy is
Page 261 and 262: they will learn, for what reason th
Page 263 and 264: Workshop 2: Learner Autonomy in the
Page 265 and 266: 16. I try to promote it by not answ
Page 267 and 268: 3. Using the above framework, what
Page 269 and 270: “I don’t feel students like to
Page 271 and 272: Workshop 5: Doing Teacher Research
Page 273 and 274: . However we collect data, we must
Page 275 and 276: 9Using e-learning to developintercu
Page 277 and 278: through English. This has resulted
Page 279 and 280: learning (for example Belz and Thor
Page 281 and 282: the ‘flow’ of each interview. T
Page 283 and 284: intercultural awareness in intercul
Page 285 and 286: Students’ course evaluation5.054.
Page 287 and 288: sometimes I don’t know how to exp
Page 289 and 290: Extract 9Niti: it will be useful
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Page 293 and 294: Tables 5 and 6 are important in ill
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5.04.54.03.53.02.52.01.51.00.50.0Qu
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Furthermore, in the interviews the
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Despite these limitations there are
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Notes1. Awareness in this definitio
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Suktrisul, S. (2004) Elearning in T
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You have also been asked to keep a
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you will consider why comparisons b
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B. It will allow me to meet and con
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11. Culture and language are linked
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7. I liked doing this course online
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Teaching and learning6. How would y
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10‘Tanggap, tiklop, tago’(recei
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In what follows, thus, we first exp
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What do those with experience of de
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ecause the sound system is not func
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No. Question Mean SD7. Only trainin
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No. Question Mean SD12. Trainers sh
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I: The tendency is trainers will be
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focus group data, and some of the r
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Demonstration lessonsThe second mai
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FG4: When we are in large groups. B
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No matter how much you aspire for a
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was downed and most of the weakness
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Also, as the mean for Q.55 indicate
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Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
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Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
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British university and a Spanish Er
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sort of repetition is particular pr
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has. Of course, the lecturer does n
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such as Spanish will express the di
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In the context of this part of thei
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LolaI will do it, I will classify m
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LolaUm how do I, how do I review th
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The gesture that was first introduc
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http://youtu.be/gDU-5M1qg9wAliceAnd
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This is a good example of ‘dramat
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Immediately after Alice has produce
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who perhaps prefer to stick closely
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Alicereas .. if you just think ^ ..
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HelenaDebbieHelenaDebbieHelenaDebbi
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JohnI think that’s very good beca
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Kovecses, Z. (2006) Metaphor: A Pra
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12Computers and learnerautonomy: tr
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established in that students are as
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table between the interviewer and i
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It is also worth noting here that o
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favourites’; TF ‘I have a flash
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“added value” to SACs. Indeed,
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important generic matters arising f
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Figura, K., and Jarvis, H. (2007) C
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Appendix - Questionnaire(with colla
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5. How often do you usually use com
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Computer-basedmaterials - withcompl
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NSTOTAL 41% (50) 49.2% (60) 9.8% (1
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ContributorsSaleh Salim Al-BusaidiL
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Mi Mi ChoongPerceptions and strateg
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Elizabeth J. ErlingAttitudes to Eng
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Albert LeePerceptions and strategie
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Sayeedur RahmanAttitudes to English
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Dr. Alan WatersPerceptions of Best
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The British Council works closely w
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