Research Proposal
Upcoming SlideShare
Loading in...5
×
 

Like this? Share it with your network

Share

Research Proposal

on

  • 981 views

Research Proposal by Antonia Bacab Camaal & Estefania Yeladaqui Morfin

Research Proposal by Antonia Bacab Camaal & Estefania Yeladaqui Morfin

Statistics

Views

Total Views
981
Views on SlideShare
563
Embed Views
418

Actions

Likes
2
Downloads
25
Comments
0

2 Embeds 418

http://researchseminaruqroo.blogspot.mx 408
http://researchseminaruqroo.blogspot.com 10

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

Research Proposal Presentation Transcript

  • 1. THESIS: LANGUAGE TEACHERS’ BELIEFS OF EFL LEARNER AUTONOMY AT THE UNIVERSITY OF QUINTANA ROO Antonia Bacab Caamal Estefania Yeladaqui Morfin
  • 2. ABSTRACT The present study aims to describe language teachers’ beliefs of EFL learner autonomy at the University of Quintana Roo by exploring what autonomy means to teachers, to what extent teachers believe autonomy promotes EFL learning and how feasible and desirable is to promote autonomy. It attempts to do so through a quantitative research design using an adapted questionnaire to the 18 language teachers from the English major academy at the University of Quintana Roo. It is important to mention that there is no intention of explaining or understanding the findings regarding teachers’ beliefs as it is only a descriptive study.
  • 3. BACKGROUND Since 1971, the concept of autonomy became a principal matter for research when the council of Europe established a modern languages project which one of its outcomes was the formation of the Centre de Reserches et d’Applications en Languages (CRAPEL) at the University of Nancy, France. The importance of this topic remains in the fact that it is a fundamental key in the development of learner autonomy. Talking about foreign language learning, Littlewood (1996) claims that the main objective of education should be guiding learners to develop autonomy, as well as being competent when using the language in real life situations in which autonomy is necessary.
  • 4. RATIONALE This study came up from our experience as learners of a foreign language due to the fact that we have realized that during our process of learning autonomy was leaving aside because we believe that autonomy is important in the language learning process. Nevertheless, we are not able to be completely autonomous since we believe that teachers did not promote culture of autonomy in our courses. Therefore, we would like to know what teachers in our major believe about autonomy so that we could understand why there was a lack of autonomy through our learning process
  • 5. OBJECTIVE This study intends to describe the language teachers’ beliefs on learner autonomy in English Foreign Language at the University of Quintana Roo. It focuses on the beliefs language teachers have about the meaning of autonomy, the way it promotes EFL learning and the feasibility and desirability of promoting it.
  • 6. RESEARCH QUESTIONS • What does learner autonomy mean to language teachers at UQROO? • To what extent, according to the teachers’ beliefs, does the learner autonomy contribute to EFL learning? • How desirable and feasible do teachers believe is to promote learner autonomy? • Do teachers believe they promote learner autonomy?
  • 7. SIGNIFICANCE OF THE STUDY The importance of this study remains in the benefits that it will give to the language teachers of the University of Quintana Roo and as a result to the EFL students because knowing teachers’ beliefs of learning autonomy we could help them to be aware in order to them modify their teaching practice so that students will be autonomous or more autonomous.
  • 8. FRAMEWORK This study is based on the normative approach addressed by Horwitz in 1989 when she did a study about language learning beliefs of foreign language college students (Rojas, 2008). Her results help to understand better the language learning process. The normative approach was chosen because within it beliefs are seen as preconceived ideas, myths, or fallacies and it is thought that they are good pointers of future students’ actions as autonomous language learners.
  • 9. METHOD This study will be carried out through a quantitative approach; specifically, by using a survey design. Creswell (2008) defined “survey research designs as procedures used in quantitative research in which a survey is directed to a sample or to the complete population of people in order to describe attitudes, beliefs, behaviors, opinions, or characteristics of the population.” to be more specific it is a cross-sectional survey design in which the researcher collects data at one point in time, in that case, the data of this research will be gathered by using pencil-and-paper questionnaires.
  • 10. The questionnaire which uses the Likert-scale (a five-point scale from strongly agree to strongly disagree) will be administered to English language teachers of the English Language Major Academy at the University of Quintana Roo. The approximation of English teachers who will be surveyed is 18 teachers.
  • 11. REFERENCES Balçıkanlı C. (2010). Learner Autonomy in Language Learning: Student Teachers’ Beliefs. Gazi University, Turkey. Benson P. (2012). Autonomy in language learning, learning and life. Hong Kong Institute of Education, Hong Kong. Benson P. (2006). Autonomy in Language Teaching And Learning. Hong Kong Institute of Education. Borg S. (2012). Learner Autonomy: English Language Teachers’ Beliefs and Practices. British Council 2012 Brand and Design / B459. Creswell, J. (2008). Educational research: planning, conducting, and evaluating quantitative and qualitative research. Pearson Prentice Hall, t hird edition. Evrim U. (2009) Autonomy In Language Learning: Do Students Take Responsibility For Their Learning? 148-169 Journal of Theory and Practice in Education Articles /Makaleler. Haseborg H. (2012). Principles of Learner Autonomy in Action: Effects and Perceptions in a College -Level Foreign Language Class. West Virginia University. Hui-Chun H. (2010). Self-Access Center and Autonomous Learning: EFL College Students’ Motivations, Activities and Perceptions of Learning Effectiveness. Indiana University.
  • 12. Llaven M. (2009).Beliefs About Language Learning of Students Learning English at the University of Quintana Roo. Montalvo J. (2009) Beliefs about Language Learning and their Relationship with Academic Achievement. Universidad de Quintana Roo. Posada J. (2006) Evaluating Students’ Autonomous Learning Through Their Uses of a Self -access Centre. Colombian Applied Linguistics Journal Number 8 September 2006. Raj K. (2011).Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning. Nepal English Language Teachers’ Assoc iation. Rojas C. (2008).Beliefs About Language Learning of Students Learning English at the University of Quintana Roo. Seliger H.W., and Shohamy, E. 1989, Ch. 8, Data and data collection procedures, pp. 153-199; Ch. 9, Analyzing data, pp. 201-241. Teng K. (2005). Perceptions of Taiwanese Students to English Learning as Functions of Self -efficacy, Motivation, Learning Activities and Self-directed Learning. University of Idaho. Uhl A. et al. (-) Developing Autonomy in Language Learners. Georgetown University.