TY - JOUR
T1 - Exploring the Enabling Factors and Constraints for Developing Learner Autonomy in an Underprivileged Indonesian EFL Context
AU - Amalo, Bonik
AU - PETRAKI, Eleni
N1 - Funding Information:
This paper is based on the first author\u2019s PhD thesis. Both researchers collaborated on the research design, research methodology, data analysis of this study and the manuscript writing. This study was supported by the Faculty of Education, the University of Canberra, Australia. We thank the teachers and students who shared their insights in this project.
Publisher Copyright:
© 2024 AsiaTEFL All rights reserved.
PY - 2024/9/1
Y1 - 2024/9/1
N2 - Learner autonomy is a multidimensional and complex concept that has attracted immense research attention in both Western and Asian contexts. The majority of this research focused on privileged environments neglecting underprivileged contexts, where learner autonomy has been recognised as a rescue strategy. Simultaneously, most research addressed either student or teacher perceptions on learner autonomy development in a single study. This study addressed the aforementioned gaps, by investigating EFL teachers’ and students’ perceptions about the prospects and barriers in the promotion of learner autonomy in disadvantaged Indonesian secondary schools. It adopted a phenomenological qualitative approach comprising 32 interviews with EFL teachers and focus groups with 30 EFL learners. Findings revealed that both teacher and student participants identified socioeconomic factors as the most prominent hindrance comprising limited access to learning resources and limited time to conduct autonomous learning. Moreover, a notable disparity emerged in the teachers’ and students’ perceptions of the enabling factors for promoting autonomy. The students were more optimistic about the feasibility of developing learner autonomy, acknowledging several enabling factors compared to their teachers. The study provides practical implications for designing appropriate teacher training to address the needs of many similar underresourced teaching environments.
AB - Learner autonomy is a multidimensional and complex concept that has attracted immense research attention in both Western and Asian contexts. The majority of this research focused on privileged environments neglecting underprivileged contexts, where learner autonomy has been recognised as a rescue strategy. Simultaneously, most research addressed either student or teacher perceptions on learner autonomy development in a single study. This study addressed the aforementioned gaps, by investigating EFL teachers’ and students’ perceptions about the prospects and barriers in the promotion of learner autonomy in disadvantaged Indonesian secondary schools. It adopted a phenomenological qualitative approach comprising 32 interviews with EFL teachers and focus groups with 30 EFL learners. Findings revealed that both teacher and student participants identified socioeconomic factors as the most prominent hindrance comprising limited access to learning resources and limited time to conduct autonomous learning. Moreover, a notable disparity emerged in the teachers’ and students’ perceptions of the enabling factors for promoting autonomy. The students were more optimistic about the feasibility of developing learner autonomy, acknowledging several enabling factors compared to their teachers. The study provides practical implications for designing appropriate teacher training to address the needs of many similar underresourced teaching environments.
KW - EFL student perceptions
KW - EFL teacher perceptions
KW - feasibility of learner autonomy
KW - learner autonomy
KW - underprivileged schools
UR - http://www.scopus.com/inward/record.url?scp=85206901320&partnerID=8YFLogxK
U2 - 10.18823/asiatefl.2024.21.3.8.640
DO - 10.18823/asiatefl.2024.21.3.8.640
M3 - Article
AN - SCOPUS:85206901320
SN - 1738-3102
VL - 21
SP - 640
EP - 660
JO - Journal of Asia TEFL
JF - Journal of Asia TEFL
IS - 3
ER -