Teachers’ beliefs and practices regarding learner autonomy

Simon Borg, Saleh Al-Busaidi

Research output: Contribution to journalArticle

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Abstract

This paper describes a project about the beliefs and practices regarding learner
autonomy (LA) held by English language teachers in a university language centre.
A distinctive feature of this project was the manner in which professional
development workshops for the teachers were informed by prior research about
these teachers’ perspectives on LA. Following a brief rationale for the project, we
outline its research component before illustrating how this shaped the teacher
workshops. The model for relating research and professional development we
illustrate here is one that we believe can be applied more generally in supporting
teacher development and institutional change in E LT.
Original languageEnglish
Pages (from-to)283 – 292
Number of pages10
JournalEnglish Language Teaching Journal
Volume66
Issue number3
Publication statusPublished - 2012

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autonomy
Language
teacher
Research
institutional change
English language
Education
university
language
Professional Development
Teacher Research
Institutional Change
Learner Autonomy
Language Centers
Teacher Beliefs
Distinctive Features
Language Teachers

Cite this

Teachers’ beliefs and practices regarding learner autonomy. / Borg, Simon; Al-Busaidi, Saleh.

In: English Language Teaching Journal, Vol. 66, No. 3, 2012, p. 283 – 292.

Research output: Contribution to journalArticle

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