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Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers
ARTICLE

TATE Volume 27, Number 5 ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

The present study aims to investigate teachers’ readiness for promoting learner autonomy. It attempts to do so by exploring the perceived importance of and the use of strategies for promoting learner autonomy among Japanese high school teachers of English as a foreign language (EFL). The paper reports on the research findings from two studies, one quantitative using a closed questionnaire, and the other qualitative using a focus group interview. Results show that many Japanese EFL high school teachers, while displaying different dimensions of autonomy in different ways, are not fully ready to promote autonomy in their learners.

Citation

Nakata, Y. Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education: An International Journal of Research and Studies, 27(5), 900-910. Elsevier Ltd. Retrieved September 16, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 28, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2011.03.001

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