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Teachers and Learners’ Perceptions of Autonomy in English Language Learning: A Comparative Study of State Schools and Private Language Institutes in Iran | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 03 اردیبهشت 1405 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2026.71424.2848 | ||
| نویسندگان | ||
| Ahmad Nasiri1؛ Abbas Ali Zarei* 2 | ||
| 1Department of English Language Teaching, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| 2Imam Khomeini International University | ||
| چکیده | ||
| Autonomy is an important concept in education. It is a multi-faceted trait. The present study examined various aspects of autonomy, specifically, cognitive, interpersonal, institutional, and technological, within English language learning settings in both state schools and private language institutes. A questionnaire was developed, drawing on key concepts from Self-Determination Theory (SDT) and previous surveys by Borg and Al Busaidi (2012) and Murase (2015). The questionnaire was tested for reliability and factorability before being administered to 400 participants, which included 100 teachers from state schools, 100 from private language institutes, as well as 100 senior high school students and 100 intermediate-level students enrolled in private institutes. The aim was to see how learners and educators perceive and experience autonomy across different educational environments. The findings indicated notable differences in the perception and application of autonomy, with participants from private language institutes reporting a greater sense of autonomy in their learning practices compared to those in state schools. This study enhances our understanding of learner autonomy and offers insights that could guide future teaching strategies in varying educational contexts. The implications for curriculum development and teacher training are also addressed. | ||
| کلیدواژهها | ||
| dimensions of autonomy؛ educational settings؛ learner autonomy؛ student perceptions؛ teacher perceptions | ||
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