NDLI: Socio-cultural barriers in promoting learner autonomy in Pakistani universities: English teachers’ beliefs

Content Provider	Taylor & Francis Online
Author	Sohail, Ayesha Popescu, Maria Yasmin, Musarat
Abstract	Learner autonomy has been a focus of research for last more than three decades. Teachers are considered a potential instrument in bringing change but their role, however, received little space which is observed recently, particularly in developing learner autonomy in language classrooms. This paper examines the beliefs of Pakistani English teachers about the feasibility of autonomy in learners at BS level and investigates the potential socio-cultural constraints restricting the development of learner autonomy. A sample of 16 English language teachers was selected from four public universities and data were gathered through semi-structured interviews. Data were later analysed thematically. Pakistani learners and teachers believed that learner autonomy is a new concept. Culture has been found playing a major role in limiting the role of learner autonomy. The present study indicates that perceived barriers should be removed for successful promotion of autonomy in learners.
Starting Page	1
Ending Page	12
Page Count	12
File Format	PDF HTM / HTML
Journal	Cogent Education
Volume Number	5
Issue Number	1
Language	English
Publisher	Cogent
Publisher Date	2018-07-28
Access Restriction	Open
Subject Keyword	Learner autonomy Cultural barriers Authoritative teachers Eastern culture Dependent learner
Content Type	Text
Resource Type	Article

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1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
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Socio-cultural barriers in promoting learner autonomy in Pakistani universities: English teachers’ beliefs