Teachers' Practices in Encouraging Self Directedness in Learning English as a Second Language.
The development of self-directed language learning needs to be seen not only from the point of view of the learners, but also from the perspective of the teachers. Teachers play a critical role in encouraging self-directedness and it is important to examine how they may or may not, either directly o...
| Publicado en: | Pertanika Journal of Social Sciences & Humanities Vol. 27; no. 1; pp. 165 - 181 |
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| Autores principales: | , , , |
| Formato: | Artículo |
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Universiti Putra Malaysia
Mar2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=138604900&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 138604900 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01287702 TKQ jtl: Pertanika Journal of Social Sciences & Humanities issn: 01287702 maglogo: N pubinfo: dt: Mar2019 vid: 27 iid: 1 pid: 20751 pub: Universiti Putra Malaysia artinfo: ui: 138604900 ppf: 165 ppct: 16 formats: fmt: @attributes: type: P size: 2MB tig: atl: Teachers' Practices in Encouraging Self Directedness in Learning English as a Second Language. aug: au: Samad, Arshad Abd Jasiran Awang, Hazel Adria Nor Mohamad, Alif Fairus Palpanaban, Sangeetha affil: Centre for the Advancement of Language Competence (CALC), Universiti Putra Malaysia, Serdang 43400, Selangor, Malaysia su: English language Teacher development Autodidacticism Second language acquisition Classroom environment sug: subj: English language Teacher development Autodidacticism Second language acquisition Classroom environment keyword: Language learning language teaching self-directed learning staged self-directed learning (SSDL) ab: The development of self-directed language learning needs to be seen not only from the point of view of the learners, but also from the perspective of the teachers. Teachers play a critical role in encouraging self-directedness and it is important to examine how they may or may not, either directly or indirectly, create opportunities to encourage selfdirectedness amongst their students. Although many teachers acknowledge the benefits of self-directedness, lessons in the classroom still tend to be teacher-centered. In this study, several English language teachers at a public tertiary level institution were observed over a period of two weeks to determine the extent they used techniques that encourage selfdirectedness. An observation checklist based on the four stages of the Staged levels of Self-Directedness model (Grow, 1991) was used. Instances of when self-directedness was supported were also noted together with when opportunities to do so were missed. It was generally found that although practices that encouraged self-directedness were observed, teachers often missed opportunities to do so in the classroom. There were also few instances of practices that reflected the higher levels in Grow's model, indicating that teachers were either hesitant or unable to practise student self-directedness in the classrooms. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Pertanika Journal of Social Sciences & Humanities is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Pertanika Journal of Social Sciences & Humanities holder: Universiti Putra Malaysia dt: @attributes: year: 2019 holdings: @attributes: islocal: N |
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