Publication: Learner Autonomy: Attitudes of Graduate Students in English Language Teaching Program in Thailand
Submitted Date
Received Date
Accepted Date
Issued Date
2020
Copyright Date
Announcement No.
Application No.
Patent No.
Valid Date
Resource Type
Edition
Resource Version
Language
en
File Type
No. of Pages/File Size
ISBN
ISSN
2630-0672 (Print), 2672-9431 (Online)
eISSN
DOI
Scopus ID
WOS ID
Pubmed ID
arXiv ID
item.page.harrt.identifier.callno
Other identifier(s)
Journal Title
LEARN Journal: Language Education and Acquisition Research Network
Volume
13
Issue
2
Edition
Start Page
176
End Page
193
Access Rights
Access Status
Rights
Rights Holder(s)
Physical Location
Bibliographic Citation
Research Projects
Organizational Units
Authors
Journal Issue
Title
Learner Autonomy: Attitudes of Graduate Students in English Language Teaching Program in Thailand
Alternative Title(s)
Author(s)
Author’s Affiliation
Author's E-mail
Editor(s)
Editor’s Affiliation
Corresponding person(s)
Creator(s)
Compiler
Advisor(s)
Illustrator(s)
Applicant(s)
Inventor(s)
Issuer
Assignee
Other Contributor(s)
Series
Has Part
Abstract
The objective of this study was to explore the attitudes toward learner autonomy of graduate students in English Language Teaching (ELT) international program in Thailand. Attitudes toward definition and importance of learner autonomy, important persons in a learning process, and factors promoting and hindering autonomy development were explored. This study took a form of a qualitative research design using an open-response questionnaire to collect data from 23 participants from China, Myanmar and Thailand. The data were analyzed by thematic content analysis and four themes emerged: 1) Learner autonomy as technical, psychological, and political ability; 2) Perceived value of learner autonomy; 3) Importance of teacher and student in a learning process; and 4) Teachers as a major factor both promoting and hindering learner autonomy.