Raising Teachers’ Awareness of Learner Autonomy in an EFL Malagasy Context

Domaine:

education

Type de record:

paper

Créateur:

Dom

Éditeur:

Can

Hôte:

This chapter reports on a study which aimed to raise teachers’ awareness of learner autonomy and to investigate affordances for autonomy in a Malagasy context. The study involved an ethnographic approach with four EFL teachers working in a rural Malagasy school. As Dam (2019) states, in order to develop learner autonomy in the classroom, we must consider and build on the learners’ prior knowledge. This also applies when encouraging teachers to promote learner autonomy. The study demonstrated that understanding the teachers’ existing beliefs and practices related to teaching is crucial when fostering learner autonomy in a context like Madagascar. Also, it showed that the use of the ethnographic approach was effective in triggering the teachers’ reflections and in making them more aware of possible aspects of learner autonomy that can be integrated into their classes.

Learner Autonomy: Algerian EFL Teachers’ Beliefs

Learner autonomy represents a consumed subject in the realm of English as a foreign language instruc

RUNNING HEAD: LEARNER AUTONOMY IN EFL CONTEXTS Learner Autonomy in EFL Contexts: Strategy Use and Teacher Facilitation in an Ethiopian Secondary School Learner Autonomy in EFL Contexts: Strategy Use and Teacher Facilitation in an Ethiopian Secondary School

Learning Beyond the Classroom in an EFL Malagasy Setting: Two Student Teachers’ Experiences

In this paper, the three authors—a teacher and two student teachers (STs)—highlight the importance o

Gauging Algerian EFL Teachers’ Awareness of the 21st Century Compulsory Skills: Case of EFL Teachers at IbnKhaldoun University of Tiaret

The development of 21st century skills is now widely accepted as a vital competency for graduates to

Raising from NP in Malagasy

We begin this paper with a detailed study of Possessor Raising in Malagasy. Possessor Raising is sho