Learner Autonomy in the Moroccan Baccalaureate Classroom: Instructors' and Students' attitudes

Article Sidebar

PDF
Published: Dec 13, 2022
DOI: https://doi.org/10.25077/vj.11.2.146-155.2022
Keywords:
Learner autonomy, Moroccan context, learner perspectives, teacher attitudes

Main Article Content

Mohamed Ezzaidi
Cadi Ayyad University

Abstract

Autonomous learning as a concept has been around since the early 1960s. Several studies have been carried out to establish its relevance, practicability, and efficacy in the EFL course. However, its use in circumstances other than those in which it first emerged has provoked passionate discussion. While some applied linguists say that learner autonomy is insufficient outside of its native environment as a culturally restricted feature, others feel it is a humanistic attribute that can be employed in any situation. Local instructors' perspectives are not an exception in the Moroccan EFL context. Some teachers feel that educating students to accept autonomy will have a positive impact. Others, on the other hand, dismiss its significance due to administrative constraints and cultural differences. The purpose of this study is to learn more about Moroccan TEFLRS’ thoughts on student autonomy and how it is used in the local classroom. The study also shows how students think about learner autonomy and provides some suggestions for practicing it in the classroom.

Article Details

Issue
Vol. 11 No. 2 (2022)
Section
Linguistics

References

Ahmadianzadeh, B., Seifoori, Z., & Hadidi Tamjid, N. (2020). Exploring EFL teachers’ beliefs about and practices of learner autonomy across experience and licensure. Innovation in Language Learning and Teaching, 14(2), 97-113.

Ahwani,A. F. (1975). Al-Tarbiyya Fi al-Islam (education in Islam). Cairo: Dar-al-Ma’arif. ISBN

Allford, D., & Pachler, N. (2007). Language, autonomy and the new learning environments. Peter Lang.

Almusharraf, N. (2021). Perceptions and Application of Learner Autonomy for Vocabulary Development in Saudi EFL Classrooms. International Journal of Education and Practice, 9(1), 13-36.

Balçikanli, C. (2010). Learner autonomy in language learning: Student teachers’ beliefs. Australian Journal of Teacher Education (Online), 35(1), 90-103.

Baru, M., Tenggara, W. N., & Mataram, M. U. (2020). Promoting Students‟ Autonomy through Online Learning Media in EFL Class. International Journal of Higher Education, 9(4), 320-331.

Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In Beyond the language classroom (pp. 7-16). Palgrave Macmillan, London.

Benson, P. 2000. Autonomy as a learners’ and teachers’ right. In: B. Sinclair, I. McGrath & T. Lamb (Eds.). Learner Autonomy, Teacher Autonomy: Future Directions (pp. 111-117). London: Longman.

Benson, P., & Voller, P. (2014). Autonomy and independence in language learning. Routledge.

Blin, F. (2005). CALL and the development of learner autonomy: an activity theoretical study (Doctoral dissertation, Open University).

Borg, S., & Alshumaimeri, Y. (2019). Language learner autonomy in a tertiary context: Teachers’ beliefs and practices. Language Teaching Research, 23(1), 9-38.

Coons, J. E., & Sugarman, S. D. (1978). Education by choice. In Education by Choice. University of California Press.

Dogancay-Aktuna, S. (2006). Expanding the socio-cultural knowledge base of TESOL teacher education. Language, culture and curriculum, 19(3), 278-295.

Little, D., Ridley, J., & Ushioda, E. (2002). Towards greater learner autonomy in the foreign language classroom. Dublin: Authentik.

Macaro, E. (1997). Target language, collaborative learning and autonomy (Vol. 5). Multilingual Matters.

Naiman, N., FroÈ hlich, M., Stern, H.H., Todesco, A., 1978. The Good Language Learner. Research in Education Series No. 7. Ontario Institute for Studies in Education, Toronto.

Onozawa, C. (2014). Promoting autonomy in the language class. The Social Sciences, 9(2), 124-128.

Palfreyman, D., & Smith, R. C. (Eds.). (2003). Learner autonomy across cultures. Houndmills: Palgrave Macmillan.

Perrott, E. (2014). Effective teaching: A practical guide to improving your teaching. Routledge.

Reswari, G. P. A., & Kalimanzila, J. (2021). Re-Promoting Autonomous Learning for University Students: A Lesson from Pandemic Covid-19. Jurnal Ilmiah Profesi Pendidikan, 6(1), 38-47.

Sinclair, B., McGrath, I., & Lamb, T. (2000). Learner Autonomy, Teacher Autonomy: Future Directions, Harlow: Longman.

Skager, R., & Dave, R. H. (Eds.). (2014). Curriculum evaluation for lifelong education: developing criteria and procedures for the evaluation of school curricula in the perspective of lifelong education: a multinational study (Vol. 2). Elsevier.

Slavin, R. E. (1988).Cooperative learning and student achievement. Educational Leadership, 46(2), 31-33.

Svalberg, A. M. L. (2012). Language awareness in language learning and teaching: A research agenda. Language Teaching, 45(3), 376-388.

Swedberg, R. (2020). Exploratory research. The production of knowledge: Enhancing progress in social science, 17-41.

Thanasoulas, D. (2000). What is learner autonomy and how can it be fostered. The internet TESL journal, 6(11), 37-48.

Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.

Turula, A. (2017). Learner autonomy as a social construct in the context of Italki. Teaching English with Technology, 17(2), 3-28.

Yasmin, M., Naseem, F., & Abas, N. (2020). Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives. Educational Research for Policy and Practice, 19(2), 125-142.