Enhancing Teachers’ Capacity to Foster Autonomous Learning in EFL Acquisition – A Case Study of Georgia

• Authors: Ani Demetrashvili , Teona Khachidze , Jarosław Krajka

Abstracts

EN

With learning contexts globally promoting putting learners in the centre, it is no surprise that autonomous learning will gain ground in contemporary classrooms. As there is no learner autonomy without autonomous teachers, investigating instructors’ preferences about autonomous learning is necessary for more successful language education. The research assessed Georgian teachers’ viewpoints on fostering autonomous learning in EFL acquisition. The study employed a close-ended questionnaire completed by over 100 teachers. The analysis concludes that Georgian teachers associate obstacles with a lack of resources, technical problems, and class size, while challenges linked to teachers include lack of experience, limited development opportunities, and time management.

Keywords

EN

learner autonomy; teacher autonomy; educational culture; English as a foreign language

• Publisher: Wydawnictwo Adam Marszałek
• Journal: The New Educational Review
• Year: 2024
• Volume: 75
• Pages: 51-66

Dates

published

2024

Contributors

author

Ani Demetrashvili

• International Black Sea University, Georgia

author

Teona Khachidze

• International Black Sea University, Georgia

• https://orcid.org/0009000704617429

author

Jarosław Krajka

• Maria Curie-Skłodowska University, Poland

• https://orcid.org/0000000241729960

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Identifiers

DOI

10.15804/tner.2024.75.1.04

Biblioteka Nauki

29520506