THE ROLE OF THE TEACHER IN AUTONOMOUS LANGUAGE LEARNING: A PILOT INTERVIEW STUDY Buzásné Mokos...
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THE ROLE OF THE TEACHER IN AUTONOMOUS LANGUAGE LEARNING:A PILOT INTERVIEW STUDY
Buzásné Mokos Boglárka
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Aim of research
To gain insights into teachers’ views on their role in enhancing autonomous and self-regulated learning of adult EFL learners in Hungary
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The process of the pilot
1. Start-up 2. The follow-up
Reading on guidelines of constructing and piloting an instrument Planning the main steps of the processAdditional research on literature
3. First interview schedule + feedback on it4. Self- interview and first pilot5. Revising and modifying the interview schedule 6. Conducting additional interviews (4 more)7. Data analyses
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1. The start-up phase/ Step 1
First discussion: Brainstorming a topic→ field of research Determining a research aim→ research
question Over viewing literature→ research niche Asking for advice→ research design
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2. The follow-up/ Second phase
Finalizing the upcoming steps and tasks:
Reading about the guidelines of constructing and validating an instrument- an interview (Mezei, 2006, Prescott, 2011)
Checking more recent literature from the field→ after 2010
Modifying the research question →perceived roles instead of cognition
Research design First draft of the interview design
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Field of research
Teachers’ views on their roles in autonomous and self-regulated learning of EFL adults in Hungary
Adult learners: over the age of 19 learning English at accredited language schools or in their companies
Autonomous learning: taking responsibility for the content and management of learning (Benson, 2001) and independent use of learning resources and technology (Kormos & Csizér, 2014)
Self-regulated learning: managing one’s own learning (Zimmermann, 1998)
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Research niche
Research gap in teacher’s views in adult education
Most research conducted in secondary and tertiary education (Benson, 2010, Nguyen & Gu, 2013)
East Asian or Anglo-American contexts (Gao, 2010, Littlewood, 1999, Lo, 2010)
Autonomy linked to motivation, learning strategies (Cross, 2014 Kormos & Csizér, 2014)
Teachers’ roles are highlighted but rarely investigated (Crookes, 1997, Wang & Zhang, 2014)
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Research question
How do teachers perceive their role in enhancing autonomous and self-regulated learning of EFL adults in Hungary?
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Research method
Qualitative design Small scale pilot study Participants: 5 (3 females, 2
males) EFL teachers employed by private language schools or multinational companies
Instrument: semi-structured interviews
Main themes in the interviews: teaching experience and conditions, teacher roles, the learners and their learning aims, strategies
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3. Feedback on the first draft
Improving the first draft of the interview schedule
1. eliminating technical terms revealing the research focus (e.g.: autonomous learning)
2. reducing the number of questions (45→33)
3. rewriting the questions in Hungarian
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4. Piloting the interview
1. Self-interview→ checking time management
2. First pilot→ checking the clarity and relevance of the questions
3. Modification of the interview→ improving
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5. Modification of the interview
Reducing the number of background questions (e.g.: Where did you work before?)
Rephrasing some questions (e.g.: What does your company expect from you? →the employer of your learners)
Reordering some questions Adding more questions about autonomy
(independent learning, how to support, what the benefits and challenges are)
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6. Conducting the interviews
arranging meetings with teachers recording the interviews transcribing the interviews
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7. Data analyses
Inductive approach Coding of interview questions Unitizing the data→ defining
categories Identifying themes
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Categories and themes
Categories: teacher roles, learner descriptions, English lessons, learning outside the lessons
Emerging themes: relationships, responsibility, motivation, preparation, time constraints of learners, passivity↔ pro-activity of learners, lack of knowledge in CALL resources
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Findings I)
1. Teachers believe their biggest role is motivating their learners by:
- Conducting exciting lessons („Everyone will leave the lesson delighted and happy.”)
- Showing good examples of preparation for the lessons („I’m so well prepared that they we’ll feel bad if they do not prepare/ do homework for the lessons.”)
- Encouraging learners to use English at work („I always ask what they were doing that day or what they will have to do later on in the office.”)
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Findings II)
2. Teacher-learner responsibility for the progress is not less than 50-50% + good relationship
3. Learner autonomy is mainly bringing work-related materials in class with teacher support
4. Self-regulation and preparing for lessons seem to be neglected due to time constraints→ teachers compensate for this with revisions and additional practices
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Discussion
Psycho-social support seems to overtake technical support (Voller, 1997)
Supporting autonomy by a teacher-based approach (Benson, 2001)
Incorporating strategy training into teaching (Wenden & Rubin, 1987)
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Feedback on the instrument
Feasible→ 45-60 min Concise→ little clarification Explorative→ emerging themes Some questions seem less relevant
(How would you describe your learners?/ How much do you prepare for an English lesson on average?)
Teachers’ roles in autonomy and self-regulation only partly explored→ additional instrument needed (observation, learner feedback)
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Limitations of the study
lack of experience of the researcher small number of participants lack of insight into learners’ learning
strategies outside the lessons
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Further directions
interviewing adult learners classroom observations developing a questionnaire for
teachers based on the emerging themes of the interviews
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Link to further research interests
Comparison with learner coaching→ similarities and differences
Exploring the characteristics of adult education
Implications to teacher training
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References
Benson, P. (2001). Teaching and researching learner autonomy in language learning. London, England: Longman.
Benson, P. (2010). Teacher education and teacher autonomy: Creating spaces for experimentation in secondary school English language teaching. Language Teaching Research 14 (3), 259-275.
Crookes, G. (1997). What influences and how second and foreign language teachers teach? The Modern Language Journal 81 (1), 67-99.
Cross, J. (2014). Promoting autonomous listening to podcasts: A case study. Language Teaching Research 18 (1), 8-32.
Gao, X. (2010). Autonomous language learning against all odds. System 38, 580-590.
Kormos, J. & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behavior in different learner groups. TESOL Quarterly 48 (2), 275-299.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics 20 , 71-94.
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References
Lo, Y-f. (2010). Implementing reflective portfolios for promoting autonomous learning among EFL college students in Taiwan. Language Teaching Research 14 (1), 77-95.
Mercer, S., Ryan, S. and Williams, M. (Eds.). (2012). Psychology for language learning: Insights from research, theory and practice. New York: Pallgrave Macmillan.
Mezei, G. (2006). Egy interjúkérdéssor validálása: A motivációs tanítási gyakorlat vizsgálata. Iskolakultúra, 16 (10), 128-132.
Nguyen, L.T.C. & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research 17(1), 9-30.
Prescott, F. (2011). Validating a long qualitative interview schedule. WoPaLP, 5, 16-39.Voller, P. (1997). ‘Does the teacher have a role in autonomous learning?’ In Benson, P.
and Voller, P. (eds.) Autonomy and Independence in Language Learning. London: Longman, pp.98-113.
Wang, Q. & Zhang, H. (2014). Promoting teacher autonomy through university- school collaborative action research. Language Teaching Research 18 (2), 222-241.
Wenden, A, & Rubin, J. (Eds.).(1987). Learner strategies in language learning. Hertfordshire: Prentice Hall.
Zimmermann, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D.H. Schunk & B. J. Zimmermann (Eds.), Motivation and self-regulated learning : theory, research and applications (pp-1-30). New York, NY: Lawrence Erlbaum.
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Questions and answers
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Contact
Buzásné Mokos BoglárkaPhD in Language Pedagogy
+36 30 68 47 816
THANK YOU