Autonomous learners are synonymous with successful language learners. One of the fundamental and the universal duties to all language educators is to help language learners to become autonomous, that is by having a repertoire of teaching styles, approaches and strategies. The present study aims to explore the approaches used by the ESL lecturers in promoting learner autonomy in teacher training context besides the strategies used for each approach. The participants of the study were 74 ESL lecturers from Institute of Teacher Education (ITE) campuses in Malaysia. A survey questionnaire adapted from Borg and Busaidi (2012) was used for data collection. The analysis revealed that multiple approaches (more than one) were used by these ESL lecturers in promoting learner autonomy. Technology-based ranked the highest, followed by resource-based, learner-based, classroom-based, curriculum-based and the least, teacher-based. The findings also revealed seven main categories from the strategies used among these ESL lecturers. This implied that majority of the ESL lecturers in ITE provided opportunities to their students to become autonomous through the approaches they used, with the strategies that are suitable and feasible in teaching English. The results of this study give some insights about the ESL lecturers’ perspectives of learner autonomy and how it is manifested through the approaches used in their teaching practices.
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In-Text Citation: (Ismail, Yunus, & Zahidi, 2018)
To Cite this Article: Ismail, F., Yunus, M. M., & Zahidi, A. M. (2018). Approaches Used by ESL Lecturers in Promoting Learner Autonomy in Institute of Teacher Education. International Journal of Academic Research in Business and Social Sciences, 8(12), 2175–2182.
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