Linda Ghout-Khenoune University Abderrahmane Mira Bejaia, Algeria EFL Teacher Cognition and Learner Autonomy: an Exploratory Study into Algerian Teachers’ Understanding of Learner Autonomy Linda Ghout-Khenoune University Abderrahmane Mira Bejaia, Algeria

Introduction This study is about teachers’ perspectives on learner autonomy ( LA).

Sources of

Theoretical Contextual Empirical

Theoretical “Teacher cognition research is concerned with understanding what teachers think, know and believe. Its primary concern lies with the unobservable dimension of teaching - teachers’ mental lives”( Borg 2006:1).

Theoretical ( cont.) The role of the teacher in the development of learner autonomy has become an important area of research(e.g. Breen and Mann 1997; Voller 1997).

Theoretical ( cont.) “learner autonomy is bound up not only with the learners’ but also the teachers’ own learning and teaching experiences and their beliefs about autonomy”( Lamb2009: 1 )

Theoretical ( cont.) Given the importance of teachers’ cognition and its impact on their behaviours and practices it is necessary to gauge teachers’ interpretations of learner autonomy (Borg, 2000).

Contextual The higher education reform ( LMD ) in Algeria (since 2004) Implicit reference to learner autonomy in the LMD guidelines: - ongoing evaluation using portfolios - project-based leraning and teaching - encouraging students’ presentations - introduction of ICT in the classroom

Contextual ( cont.) The reform and its principles have given birth to a national debate on the desirability and feasibility of LA among teachers and learners in our Algerian context .

Contextual ( cont.) This study is just one example of a set of studies launched at the Department of English, University of Bejaia, to gauge not only students’ but also teachers’ readiness for LA in our sociocultural context.

Empirical Very little published work on teachers’ perspectives on learner autonomy. and teacher readiness for learner autonomy.

Aim of the Study It seeks to explore teachers’ understanding of learner autonomy.

Guiding Research questions: Main RQ What does learner autonomy mean to teachers at the Department of English, University of Bejaia? Sub-questions 1. How do they perceive their roles in an autonomy- based CR? 2. How do they perceive their students’ roles in an autonomy- based CR? 3. What do they do in order to support learner autonomy in their CRs?  

Research Design and Data Collection Mixed methods case study follow up interviews with 7 volunteer teachers A Likert scale questionnaire administred to 59 teachers

Data Analyses We proceeded this way: Analysed questionnaire data using spss 20. Descriptive statistics ( frequency count and percentages) were calculated for all questions. After the transcription and coding processes ,data were analysed using content analysis.

Results 1/ Questionnaire Results : response rate is low, out of the 56 teachers only 17 returned the questionnaire. RQ. 1/ How do they perceive their roles in an autonomy- based CR?

SD* D U A SA 2. Involving learners in decisions about what to learn increases their autonomy. 1 5 2 8 1 4. Learners can develop their autonomy without the help of the teacher. 2 4 4 6 00 5. Involving learners in what to learn increases their motivation. 00 1 1 8 7 7. The teacher has an important role in developing learner autonomy. 00 00 00 8 9 8. Teachers should change their traditional ways of teaching and adopt new roles that enhance learners active participation in the learning process. 00 00 00 5 12 *SD = strongly disagree; A = agree; UN =Unsure; D = agree; SA = strongly agree.

Results ( cont.) R.Q 2/ How do they perceive their students’ roles in an autonomy based CR?

SA* A U D SD 10. In an autonomous classroom , learners are involved in the following tasks: Setting Objectives of the course 00 4 00 8 2 Determining course content 00 6 00 6 2 Selecting materials 00 3 2 7 1 Setting objectives for their learning 00 00 3 8 3 Seeking opportunities to practice the English language 00 00 00 6 7 Implementing the appropriate learning strategies 00 2 3 3 6 Reviewing and assess their progress regularly 00 00 00 6 7 *SA = strongly agree; A = agree; UN =Unsure; D = disagree; SD = strongly disagree.

Results( cont.) RQ.3/ What do teachers do in order to support learner autonomy in their CRs?

SA* A U D SD 11. As a university teacher, to foster learner autonomy you: a. Train learners to choose appropriate learning strategies. 00 00 2 7 6 b. Give learners opportunities to evaluate their own work. 00 00 00 7 7 c. Involve learners in decision making about CR activities. 00 00 1 9 3 d. Help students to build confidence in autonomous learning. 00 00 00 4 10 e. Encourage out-of class using internet. 00 00 00 8 6 f. Engage learners in cooperative group work activities. 00 1 1 3 9 *SA = strongly agree; A = agree; UN =Unsure; D = disagree; SD = strongly disagree.

Results( cont.) 2/ Interview Results (in depth data were collected from 7 volunteer and consenting teachers) Interview guide 1/It is stated that “teachers should change their traditional ways of teaching and adopt new roles that make learners active participants”. In your opinion what are these new roles ? 2/ what are the characteristics of an autonomous learner? 3/ What does the expression « learners’ assuming responsibility for their learning» mean to you? 4/ What do you do to foster lear ner autonomy among your learners?

Interview Results( cont.) 1/It is stated that “teachers should change their traditional ways of teaching and adopt new roles that make learners active participants”. In your opinion, what are these new roles ? Facilitator “this should be the most adopted role in our EFL classes to foster learning”.   “the teacher lets the learners find their own ways to learn, help them to make the right choices and decisions”.

Interview results( cont.) Resource “We don’t need to forget the place of each one, the teacher should be the pillar of the learning process” “ in that case the teacher should be the main source for his her learners in terms of knowledge, guidance and help” “This role can be adopted when learners cannot work independently”

Interview Results ( cont.) 2/ what are the characteristics of an autonomous learner? “autonomous learners do not just rely on what has been taught in the classroom but they seek for the information by themselves”. “make decisions and choose their learning styles and strategies.” “Are aware that they should learn by themselves.” “Autonomous learners do not rely on their teacher.”

Interview Results( cont.) 3/ What does the expression « learners’ assuming responsibility for their learning» mean to you? “learners are not spoon-fed by the teacher” “of course learners should assume responsibility for their learning which is the basis of autonomy”. “Knowledge thirsty , find decisions of which knowledge that will fit their research and future” “This can help develop learner autonomy and we can associate it with teacher as a facilitator, learners can do this with the help of the teacher.” “they use strategies and try to learn appropriately.”

Interview Results ( cont.) 4/ What do you do to foster learner autonomy among your learners? “ teachers should not give learners everything but they give hints and push them to synthesize.” “push learners to do activities and problems to solve and ask them to correct each other” “asks learners to do research and present them it in front of their classmates who are invited to debate in order to raise interaction” “ gives individual projects to push learners to work alone”

Interview results( cont.) 4/ What do you do to foster lear ner autonomy among your learners? “ teachers should not give learners everything but give hints and push them to synthesize.” “push learners to do activities and ask them to correct each other” “asks learners to do research and present it in front of their classmates who are invited to debate in order to raise interaction” “she gives individual projects to push learners to work alone”

Recap The study shows that the teachers have positive theoretical dispositions(readiness) for learner autonomy but limited practical knowledge about how to implement learner autonomy principles in their classes.

Implications The teachers should be trained on how to implement learner autonomy in their classes through,for example, : Doing action research to better understand their professional and sociocultural contexts and gain insights on what is feasible and what is not in relation to LA. Organising workshops to evaluate the existing challenges in relation to LA in their context; Organising discussion sessions on their peceptions of LA, of their roles and their students roles to evaluate their compatibility with LA principles; Seting concrete and realistic plans/ strategies to promote LA.

Thank you for your attention.

References . Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum. Breen, M.P. & Mann, S.J.( 1997). Shooting arrows at the sun: Perspectives on a pedagogy for autonomy. In Autonomy and Independence in Language Learning, P. Benson & P. Voller (eds), 132–149. Harlow: Addison Wesley Longman. Lamb, T.E. (2008) ‘Learner and teacher autonomy: synthesizing an agenda’, in Lamb, T.E. and Reinders, H. (eds) Learner and teacher autonomy: concepts, realities and responses. Amsterdam: John Benjamins: 269-284 .  

References ( cont.) Voller P. (1997). Does the teacher have a role in autonomous learning? In: P. Benson & P. Voller (Eds.).Autonomy and Independence in Language Learning (pp. 98-113). London: Longman