efl teachers’ perceptions of learner autonomy: does std-based training make a difference in their autonomy-supportive behaviors

Learner autonomy as both an individual as well as a social concept is considered to be a vital element in language learning. moreover, enhancing learner autonomy has been a main concern among language learning scholars. because of this primacy, this study in two phases, first sought to examine the desirability and feasibility of learner autonomy from teachers’ perspective, and then sought to study the effectiveness of training on enhancing teachers’ autonomy-supportive behaviors. seventy-two iranian efl teachers’ views were collected via an autonomy questionnaire developed by borg and al-busaidi (2012). the results indicated that the teachers conceived autonomy to be more desirable than feasible. they considered autonomy as an ideal optional rather than an accessible purpose. furthermore, classroom observations indicated that training in workshops that were based on self-determination theory (sdt) enhanced teachers’ autonomy-supportive behaviors. trained teachers outperformed untrained teachers in almost all criteria in the asbi checklist. the study has implications for efl teachers and teacher educators. the contribution sdt can have on autonomy enhancement indicates its significance and potential to be accentuated in instructional programs as well as pre-service and in-service training sessions.

efl teachers’ perceptions of learner autonomy: does std-based training make a difference in their autonomy-supportive behaviors

learner autonomy as both an individual as well as a social concept is considered to be a vital element in language learning. moreover, enhancing learner autonomy has been a main concern among language learning scholars. because of this primacy, this study in two phases, first sought to examine the desirability and feasibility of learner autonomy from teachers’ perspective, and then sought to study the effectiveness of training on enhancing teachers’ autonomy-supportive behaviors. seventy-two iranian efl teachers’ views were collected via an autonomy questionnaire developed by borg and al-busaidi (2012). the results indicated that the teachers conceived autonomy to be more desirable than feasible. they considered autonomy as an ideal optional rather than an accessible purpose. furthermore, classroom observations indicated that training in workshops that were based on self-determination theory (sdt) enhanced teachers’ autonomy-supportive behaviors. trained teachers outperformed untrained teachers in almost all criteria in the asbi checklist. the study has implications for efl teachers and teacher educators. the contribution sdt can have on autonomy enhancement indicates its significance and potential to be accentuated in instructional programs as well as pre-service and in-service training sessions.