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Record identifier : 565083
Personal Name - Primary Intelectual Responsibility : Kianpoor, Vahid
Title and statement of responsibility : An Investigation of Iranian EFL Teachers and Learners Beliefs about Learner Autonomy [Thesis]/کیان پور، وحید;supervisor: Sasan Baleghizadeh;advisor: Fahimeh Marefat
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliography
Dissertation of thesis details and type of degree : Master of Arts
Discipline of degree : , Teaching English as a foreign language (TEFL)
Body granting the degree : , Allameh TabaTabaii University, Faculty of Foreign Language (TEFL)
Summary or Abstract : .این پژوهش از این لحاظ مهم است که به بررسی نظرات معلمان و زبان آموزان زبان انگلیسی درباره موضوع استقلال زبان آموز می‌پردازد. استقلال زبان آموز می تواند یکی از عوامل موفقیت وی در راه یادگیری بهتر زبان انگلیسی باشد. در این راستا مطلع بودن از نظرات زبان آموزان و معلمان می‌تواند به افراد تصمیم گیرنده در زمینه آموزش زبان انگلیسی در ایران برای ایجاد تغییرات در سیستم آموزش این زبان یاری رساند. در نتیجه هدف این پژوهش بررسی نظرات معلمان و زبان آموزان زبان انگلیسی با تاکید بر تفاوت این دو می باشد
: This study was an attempt to investigate Iranian EFL (English as a foreign language) teachers' and learners' beliefs about learner autonomy with a look upon differences between the two groups and also within each group. To this end, 193 EFL learners and 93 EFL teachers were surveyed through "Learner Autonomy: the Teachers' Views" questionnaire. Out of this number of participants 34 learners and 19 teachers were given a written survey with open-ended questions for more detailed views on the issue of autonomy. The results of the quantitative data indicated that Iranian EFL teachers and learners gave more importance to aspects of learner autonomy such as learners finding out learning strategies and explanations to classroom tasks, self-assessment, material selection, setting course objectives, and choosing learning tasks. Furthermore, there was a significant difference between teachers' and learners' beliefs in terms of choosing course content (tasks), methodology of the lesson (individual/pair/group work, use of materials, type of classroom activities, type of homework activities), choosing learning tasks, record-keeping (of works done), and homework tasks. Moreover, it was found that learners' beliefs as a whole were stronger than teachers'; female learners' beliefs were stronger than male learners'; beginner learners' beliefs were weaker than advanced and intermediate language learners', and there was no significant difference between teachers' gender and experience range and their interaction on their beliefs about learner autonomy. Considering the qualitative results, it was shown that autonomous learners are active, motivated, independent, self-confident, and good decision-makers. Moreover, beginner language learners' expectations from the teachers' roles in helping learners to become autonomous were different from intermediate and advanced learners' expectations..
Topical Name Used as Subject : Lerner autonomy
: Teacher beliefs
: Learner beliefs
Uncontrolled Subject Terms : Learnership autonomy
: Teacher beliefs
: Learner beliefs
Information of biblio record : TL
 
 
 
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