
Teacher’s and learner’s roles in autonomy-oriented foreign language teaching: a theoretical investigation
Author(s) -
Dung Nguyen Tri Tran
Publication year - 2020
Publication title -
vietnam journal of education (online)/vietnam journal of education/giáo dục
Language(s) - English
Resource type - Journals
eISSN - 2588-1477
pISSN - 2354-0753
DOI - 10.52296/vje.2020.17
Subject(s) - interdependence , learner autonomy , autonomy , mathematics education , pedagogy , process (computing) , psychology , autonomous learning , language acquisition , language education , sociology , computer science , political science , comprehension approach , social science , law , operating system
The global language teaching community has largely spotlighted students’ autonomous learning for the last few decades. Through the thorough review of the existing literature on learner autonomy, this article aims to theoretically investigate this concept as well as clearly specify the roles played by teachers and students in an autonomy-oriented classroom. Autonomous learning is not at all synonymous with the absolute elimination of teacher’s role and learner-learner relationships. In fact, language instructors need to comprehend their roles in a multidimensional way, and students are supposed to be responsibly active for their own learning process as well as positively interdependent for academic cooperation.