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Reinders, H., & Lazaro, N. (2011) Beliefs, identity and motivation in implementingautonomy: The teachers’ perspective. In G. Murray, X. Gao & T. Lamb (Eds.), Identity,motivation, and autonomy in language learning Bristol: Multilingual Matters.125-142.Sinclair, B. (2000) Learner autonomy: The next phase? In B. Sinclair, I. McGrath& T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions Harlow:Longman. 4-14.Sinclair, B., McGrath, I., & Lamb, T. (Eds.). (2000) Learner autonomy, teacherautonomy: Future directions. Harlow: Longman.Ushioda, E. (2011) Why autonomy? Insights from motivation theory and research.Innovation in Language Learning and Teaching, 5/2, 221-232.Vieira, F. (Ed.). (2009) Struggling for autonomy in language education. Frankfurt:Peter Lang.Wedell, M. (2009) Planning educational change: Putting people and their contextsfirst. London: Continuum.Yoshiyuki, N. (2011) Teachers’ readiness for promoting learner autonomy: A studyof Japanese EFL high school teachers. Teaching and Teacher Education, 27/5. 900-910.244 | Teacher Beliefs Autonomy
Appendix 1: The QuestionnaireEnglish Language Teachers’ Beliefs about LearnerAutonomyThis questionnaire is part of a study about learner autonomy in ELT being fundedby the <strong>British</strong> <strong>Council</strong> and which is being conducted by Dr Simon Borg, Universityof Leeds and Dr Saleh Al-Busaidi, Sultan Qaboos University. The goal of the studyis to support the development of learner autonomy within the Language Centre atSQU and the first stage in the project is exploring what ‘learner autonomy’ meansto Language Centre staff. Participation is voluntary and all teachers of Englishin the Centre are being invited to contribute. Your responses are important asthey will inform the later stages of the study, culminating in a series of workshopson learner autonomy. There are no right or wrong answers here – what we areinterested in are your views about learner autonomy. Thank you.It will take about 20 minutes to complete this questionnaire. To answer, please useyour mouse to click on grey boxes (click a second time if you change your mind)or type into grey spaces.Section 1: Learner AutonomyPlease give your opinion about the statements below by ticking ONE answer foreach. The statements are not just about your current job and in answering youshould consider your experience as a language teacher more generally.StatementStrongly disagreeDisagreeUnsureAgreeStrongly agree1. Language learners of all ages can develop learner p p p p pautonomy.2. Independent study in the library is an activity which p p p p pdevelops learner autonomy.3. Learner autonomy is promoted through regular p p p p popportunities for learners to complete tasks alone.4. Autonomy means that learners can make choices p p p p pabout how they learn.5. Individuals who lack autonomy are not likely to be p p p p peffective language learners.6. Autonomy can develop most effectively through p p p p plearning outside the classroom.7. Involving learners in decisions about what to learn p p p p ppromotes learner autonomy.8. Learner autonomy means learning without a teacher. p p p p pTeacher Beliefs Autonomy | 245
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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
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The overall picture in terms of lit
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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
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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,
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Page 225 and 226: MethodologyResearch QuestionsThis p
Page 227 and 228: c. Critical reviewWe asked an acade
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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 and 246: ReferencesAl-Shaqsi, T. S. (2009) T
Page 247: Johnson, K. E. (2006) The sociocult
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
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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
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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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Page 297 and 298: 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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