Forced to autonomy: Are there ever ideal conditions for development of learner autonomy?
|Year of publication||2019|
|Type||Appeared in Conference without Proceedings|
|MU Faculty or unit|
|Description||Based on the experience of a very hectic semester start, the presentation will discuss teachers´ beliefs about responsibility, control and decision making in language learning. The beliefs as well as organisational settings and external factors that influence (either develop or suppress) learner autonomy will be analysed. During the presentation, different types of English courses will be compared with regard to how similar students´ projects were incorporated into the course structure and with regard to various modes of communication used between the teacher and students and students themselves. The main aim of this presentation is to suggest that there is an opportunity to foster autonomous learning in every teaching context and that the key issue in this process is teacher autonomy.|