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https://ptsldigital.ukm.my/jspui/handle/123456789/519715Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.advisor | Melor Md Yunus, Prof. | - |
| dc.contributor.author | Fauziah Ismail (P88430) | - |
| dc.date.accessioned | 2023-10-17T08:14:01Z | - |
| dc.date.available | 2023-10-17T08:14:01Z | - |
| dc.date.issued | 2022-03-29 | - |
| dc.identifier.other | ukmvital:130475 | - |
| dc.identifier.uri | https://ptsldigital.ukm.my/jspui/handle/123456789/519715 | - |
| dc.description | Teachers beliefs are thought to have a profound influence on their classroom practices. With the emergence of current trends in education, an understanding of this relationship is important in realizing autonomous language learning (ALL) as aspired in MEB (2013-2025). However, there were limited studies done on this issue especially in the Malaysian teacher training context. Hence, this study aimed to investigate the extent to which ESL lecturers perceived the concept of learner autonomy (LA) and how their beliefs about LA were translated in their teaching practices. By applying a mixedmethod approach, this study has provided more insights to explore the ESL lecturers' beliefs and reported practices in promoting LA at ITE. Data were collected through two phases of the study, utilizing both quantitative methods (survey questionnaire) and qualitative methods (interviews, classroom observations, stimulated recall interviews and field notes). A number of 177 ESL lecturers from 23 campuses in Institute of Teacher Education (ITE) participated in Phase 1 of the study. It then followed by five ESL lecturers in Phase 2 of the study. The findings revealed that ESL lecturers generally were positive and held high beliefs about LA and it was translated in their actual teaching practices at ITE through various approaches and strategies used in the classroom. Four main themes with fifteen subthemes emerged for the practices. The implications of this study expanded the possibilities to the ESL lecturers to initiate and improve their teaching practices, the teacher trainees to adapt with the training and experiential learning, as well as the policy-makers to support and provide facilities for autonomous language learning at ITE.,Ph.D | - |
| dc.language.iso | eng | - |
| dc.publisher | UKM, Bangi | - |
| dc.relation | Faculty of Education / Fakulti Pendidikan | - |
| dc.rights | UKM | - |
| dc.subject | Lecturers | - |
| dc.subject | Learner autonomy | - |
| dc.subject | Universiti Kebangsaan Malaysia -- Dissertations | - |
| dc.subject | Dissertations, Academic -- Malaysia | - |
| dc.title | ESL lecturers beliefs and practices in developing learner autonomy at Institute of Teacher Education (ITE) | - |
| dc.type | theses | - |
| dc.format.pages | 324 | - |
| dc.identifier.callno | LC6515.F338 2022 tesis | - |
| Appears in Collections: | Faculty of Education / Fakulti Pendidikan | |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| ESL lecturers beliefs and practise in developing learner autonomy at institute of teacher education (ITE).pdf Restricted Access | Full-text | 190.46 MB | Adobe PDF |  View/Open |
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