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
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
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
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
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
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)
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)
Research question
How do teachers perceive their role in enhancing autonomous and self-regulated learning of EFL adults in Hungary?
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
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
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
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)
6. Conducting the interviews
arranging meetings with teachers recording the interviews transcribing the interviews
7. Data analyses
Inductive approach Coding of interview questions Unitizing the data→ defining
categories Identifying themes
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
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.”)
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
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)
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)
Limitations of the study
lack of experience of the researcher small number of participants lack of insight into learners’ learning
strategies outside the lessons
Further directions
interviewing adult learners classroom observations developing a questionnaire for
teachers based on the emerging themes of the interviews
Link to further research interests
Comparison with learner coaching→ similarities and differences
Exploring the characteristics of adult education
Implications to teacher training
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.
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.
Questions and answers
Contact
Buzásné Mokos BoglárkaPhD in Language Pedagogy
+36 30 68 47 816
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