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Brown, H. D., & Rodgers, T. S. (2002) Doing second language research. Oxford:Oxford University Press.Bryman, A. (2008) Social research methods (3rd ed.). Oxford: Oxford UniversityPress.Bryman, A., & Cramer. D. (2005) Quantitative data analysis with SPSS 12 and 13.Routledge: London.Bullock, D. (2011) Learner self-assessment: An investigation into teachers’ beliefs.ELT Journal 62/2, 114-125.Burkert, A. (2011) Introducing aspects of learner autonomy at tertiary level.Innovation in Language Learning and Teaching, 5/2, 141-150.Camilleri, G. (1999) Learner autonomy: The teachers’ views. Retrieved 20 January2012, from http://archive.ecml.at/documents/pubCamilleriG_E.pdfCamilleri Grima, A. (2007) Pedagogy for autonomy, teachers’ attitudes andinstitutional change: A case study. In M. Jimenez Raya & L. Sercu (Eds.), Challengesin teacher development: Learner autonomy and intercultural competence. Frankurt:Peter Lang. 81-102.Cotterall, S. (1995) Developing a course strategy for learner autonomy. ELT Journal,49/3, 219-227.Dam, L. (1995) From theory to classroom practice. Dublin: Authentik.Dam, L., Eriksson, R., Little, D., Miliander, J., & Trebbi, T. (1990) Towards a definitionof autonomy. In T. Trebbi (Ed.), Third Nordic workshop on developing autonomouslearning in the FL classroom Bergen: University of Bergen. 102-103.Dörnyei, Z., & Taguchi, T. (2010) Questionnaires in second language research:Construction, administration and processing (2nd ed.). New York: Routledge.Esch, E. (1998) Promoting learner autonomy: Criteria for the selection ofappropriate methods. In R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson (Eds.).Taking control: Autonomy in language learning Hong Kong: Hong Kong UniversityPress. 35-48.Field, A. (2009) Discovering statistics using spss (3rd ed.). London: Sage.Goodall, J., Day, C., Lindsay, G., Muijs, D., & Harris, A. (2005) Evaluating the impact ofcontinuing professional development (CPD). London, UK: Department for Educationand Skills.Holec, H. (1981) Autonomy in foreign language learning. Oxford: Pergamon.Holec, H. (2008) Foreword. In T. E. Lamb & H. Reinders (Eds.), Learner and teacherautonomy: Concepts, realities, and responses Amsterdam: John Benjamins. 3-4.242 | Teacher Beliefs Autonomy
Johnson, K. E. (2006) The sociocultural turn and its challenges for secondlanguage teacher education. TESOL Quarterly, 40/1, 235-257.Kuchah, K., & Smith, R. (2011) Pedagogy of autonomy for difficult circumstances:From practice to principles. Innovation in Language Learning and Teaching, 5/2,119-140.Lamb, T. E., & Reinders, H. (Eds.). (2008) Learner and teacher autonomy: Concepts,realities, and responses. Amsterdam: John Benjamins.Little, D. (1991) Learner autonomy: Definitions, issues and problems. Dublin:Authentik.Little, D., Ridley, J., & Ushioda, E. (Eds.). (2003) Learner autonomy in the foreignlanguage classroom: Teacher, learner, curriculum and assessment. Dublin:Authentik.Mann, S. (2011) A critical review of qualitative interviews in applied linguistics.Applied Linguistics, 32/1, 6-24.Martinez, H. (2008) The subjective theories of student teachers: Implicationsfor teacher education and research on learner autonomy. In T. E. Lamb & H.Reinders (Eds.), Learner and teacher autonomy: Concepts, realities, and responsesAmsterdam: John Benjamins. 103-124.Newby, P. (2010) Research methods for education. Harlow: Pearson EducationLimited.Nunan, D. (1997) Designing and adapting materials to encourage learnerautonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in languagelearning London: Longman. 192-203.Oxford, R. L. (2003) Toward a more systematic model of L2 learner autonomy. InD. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Languageeducation perspectives Basingstoke: Palgrave Macmillan. 75-91.Palfreyman, D. (2003) Introduction: Culture and learner autonomy. In D. Palfreyman& R. C. Smith (Eds.), Learner autonomy across cultures: Language educationperspectives Basingstoke: Palgrave Macmillan. 1-19.Palfreyman, D., & Smith, R. C. (Eds.). (2003) Learner autonomy across cultures:Language education perspectives. Basingstoke: Palgrave Macmillan.Pemberton, R., Li, E. S. L., Or, W. W. F., & Pierson, H. D. (Eds.). (1996) Taking control:Autonomy in language learning. Hong Kong: Hong Kong University Press.Pemberton, R., Toogood, S., & Barfield, A. (Eds.). (2009) Maintaining control:Autonomy and language learning. Hong Kong: Hong Kong University Press.Phipps, S., & Borg, S. (2009) Exploring tensions between teachers’ grammarteaching beliefs and practices. System, 37/3, 380-390.Teacher Beliefs Autonomy | 243
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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
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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 and 244: Workshop Topic Goals1 What is learn
Page 245: ReferencesAl-Shaqsi, T. S. (2009) T
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
Page 291 and 292: 20191817161514131211109876543210Int
Page 293 and 294: Tables 5 and 6 are important in ill
Page 295 and 296: 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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