Your browser does not support the PubReader view.
Go to this page to see a list of supporting browsers.
The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 22, No. 0, pp.185-207
ISSN: 1598-1398 (Print) 2586-7474 (Online)
Print publication date 31 Jan 2022
Received 25 Jan 2022 Revised 21 Feb 2022 Accepted 27 Feb 2022
DOI: https://doi.org/10.15738/kjell.22..202202.185

학습자 자율성에 관한 초등영어교사의 인식 및 수업 실행

정다운 ; 안경자
서울서이초등학교
서울교육대학교
Elementary English teachers’ perceptions and classroom practices regarding learner autonomy
Da-Un Jeong ; Kyungja Ahn
(1st author) Teacher, Seoul Seo2 Elementary School, Tel: 02-3474-7021 daunjeong@sen.go.kr
(corresponding author) Professor, Dept. of English Edcuation, Seoul National University of Education, Tel: 02-3475-2565 kjahn@snue.ac.kr


© 2022 KASELL All rights reserved
This is an open-access article distributed under the terms of the Creative Commons License, which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

This study aims to draw implications for teacher education by investigating teachers’ perceptions and classroom practices regarding learner autonomy. A survey was conducted with 55 elementary English teachers and 11 of them were interviewed. The findings are as follows: First, for teachers, learner autonomy meant developing motivation, monitoring, confidence, self-evaluation, efficient time allocation, and responsibility for learning. In addition, the teachers indicated that learner autonomy had a positive effect on successful language learning and attitudes toward foreign language learning. Teachers showed the view that although it is desirable for learners to make decisions in selecting learning content and learning methods, it is not feasible to set learning goals and evaluation methods. Also, it was thought that interaction with teachers and peers helped to improve learner autonomy. Second, although many teachers believed that their students were not autonomous enough, they strived to foster learner autonomy in their classrooms. Despite the efforts of the teachers to improve learner autonomy, the reasons for their students’ lack of learner autonomy were classified into learner factors, contextual factors, and teacher factors. Lastly, teachers recognized that learner autonomy would be more necessary in blended classes than in face-to-face classes, and they thought that the use of technology could encourage learner autonomy to some extent. Based on the results, pedagogical implications and future directions for teacher education regarding learner autonomy were suggested.

Keywords:

learner autonomy, elementary English teacher, elementary English learner, elementary English education, second language teacher education

References

  • 교육부(Ministry of Education). 2015. 개정 교육과정(Revised National Curriculum). 서울: 교육부(Seoul: Ministry of Education).
  • 김금선(Kim, K.). 2010. 자율학습센터를 활용한 자기주도 언어학습(Becoming autonomous in a self-access center). ≪교육과정평가연구≫(The Journal of Curriculum and Evaluation) 13-3, 157-178.
  • 김혜영⋅김민진(Kim, H.-Y. and M.-J. Kim). 2009. 초등학생의 자기 주도적 영어 학습능력 조사연구(An investigative study of Korean elementary school students’ self-directed language learning readiness). ≪초등영어교육≫(Primary English Education) 15-3, 37-55.
  • 김혜영⋅김은화(Kim, H.-Y. and E. Kim). 2012. 우리나라 초, 중, 고 학습자의 영어학습주도성 연구(A study of Korean students’ self-directed language learning readiness (SDLLR)). ≪영어교육연구≫(English Language Teaching) 24-1, 145-165.
  • 박용효⋅윤지환(Park, Y. and J. Yun). 2013. 초중고등학생들의 자기주도학습 인식 변화의 연도별 추이 및 국가수준 영어 학업성취도와의 상관관계 분석(Korean primary and secondary school students’ perception in self-regulated learning and a relationship between students’ English achievement and the self-regulated learning). ≪영어교육연구≫(English Language Teaching) 25-3, 279-302.
  • 박지영(Park, J.). 2017. 대학생의 자기주도학습력과 온라인 과제가치인식이 수업만족도와 학업성취도에 미치는 영향(The effects of university students’ self-directed learning ability and perceived online task value on learning satisfaction and academic achievement). ≪영어교육연구≫(English Language Teaching) 29-3, 165-185.
  • 소경희(So, K.). 1998. 학교 교육에 있어서 ‘자기주도 학습’의 의미(The meaning of ‘Self-directed learning’ in schooling). ≪교육과정연구≫(The Journal of Curriculum Studies) 16-2, 329-351.
  • 오희정⋅이은희(Oh, H. J. and E.-H. Lee). 2016. 자기주도학습 능력이 온라인 문법 과업 활동에 미치는 영향(The effect of self-directed learning readiness on the use of online grammar tasks). ≪영미연구≫(Journal of British & American Studies) 37, 111-137.
  • 이경미(Lee, K.). 2020. 초등 영어 자기주도학습능력 계발의 실제 – 읽기・쓰기 교수・학습 모형 개발 및 적용(Developing Students’ Self-directed Learning Ability in Elementary English-The Development and Application of an Elementary English Reading and Writing Instructional Model). 미출간박사학위논문(unpublished doctoral dissertation), 경인교육대학교(Gyeongin National University of Education).
  • 장옥희(Chang, O.). 2006. 학습자 자율성 신장을 위한 웹기반 자기접근식 영어 읽기학습: 고등학생 질적 사례연구(Self-accessible web-based English reading for developing learner autonomy: Qualitative case study for high school students). ≪멀티미디어 언어교육≫(Multimedia-Assisted Language Learning) 9-1, 116-145.
  • 정다운⋅안경자(Jeong, D.-U. and K. Ahn). 2021. 영어 학습자의 자율성 연구에 대한 고찰(A systemic review on English language learner autonomy). ≪영어학≫(Korean Journal of English Language and Linguistics) 21, 19-43.
  • 정효준⋅이제영(Jung, H.-J. and J.-Y. Lee). 2017. 자기관리역량 기반 초등영어 쓰기 교수학습모형에 대한 교사 인식(Demand and perception of elementary school teachers on teaching-learning model for self-management competence-based English writing). ≪영어영문학≫(The Journal of Mirae English Language and Literature) 22-3, 237-259.
  • 홍기칠(Hong, K.-C.). 2004. 구성주의적 자기주도학습을 위한 학습력 분석과 학습모형 개발(The analysis of learning ability and the development of learning model for constructive self-directed learning). ≪교육심리연구≫(The Korean Journal of Educational Psychology) 18-1, 75-98.
  • Alonazi, S. M. 2017. The role of teachers in promoting learner autonomy in secondary schools in Saudi Arabia. English Language Teaching 10(7), 183-202. [https://doi.org/10.5539/elt.v10n7p183]
  • Benson, P. 2011. Teaching and Researching Autonomy, 2nd ed. New York: Routledge.
  • Bogdan, R. B. and S. K. Biklin. 1998. Qualitative Research for Education: An Introduction to Theory and Methods, 3rd ed. Needham Heights, MA: Allyn & Bacon.
  • Borg, S. and S. Al-Busaidi. 2011. Teachers’ beliefs and practices regarding learner autonomy. ELT Journal 66(3), 283-292. [https://doi.org/10.1093/elt/ccr065]
  • Chae, H. and Y. Jung. 2013. Demonstrating constructs of learner autonomy in English language learning. Modern Studies in English Language & Literature 57(4), 239-263.
  • Cotterall, S. 1998. Developing a course strategy for learner autonomy. In M. J. Wallace, ed., Action Research for Language Teachers, 172-180. Cambridge: Cambridge University Press.
  • Crabbe, D. 1993. Fostering autonomy from within the classroom: The teachers responsibility. System 21(4), 443-452. [https://doi.org/10.1016/0346-251X(93)90056-M]
  • Holec, H. 1981. Autonomy in Foreign Language Learning. Oxford: Pergamon.
  • Jung, H.-J. 2016. Analysis of learner autonomy from the English language teachers’ perspective. English 21 29(3), 341-359. [https://doi.org/10.35771/engdoi.2016.29.3.016]
  • Kim, H.-J. 2016. Teachers’ beliefs about learner autonomy in EFL classrooms in Korea. Studies in Linguistics 38, 143-166. [https://doi.org/10.17002/sil..38.201601.143]
  • Knowles, M. S. 1975. Self-directed Learning: A Guide for Learners and Teachers. Chicago: Follet.
  • Little, D. 1999. Learner Autonomy: Definitions, Issues and Problems. Dublin: Authentik.
  • Reinders, H. 2007. Big brothers in helping you: Supporting self-access language learning with a student monitoring system. System 35(1), 93-111. [https://doi.org/10.1016/j.system.2006.10.009]
  • Scharle, A. and A. Szabó. 2000. Learner Autonomy: A Guide to Developing Learner Responsibility. Cambridge: Cambridge University Press.