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The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention

Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy...

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Autor principal: Alrabai, Fakieh
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8455827/
https://www.ncbi.nlm.nih.gov/pubmed/34566814
http://dx.doi.org/10.3389/fpsyg.2021.728657
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author Alrabai, Fakieh
author_facet Alrabai, Fakieh
author_sort Alrabai, Fakieh
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description Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy. Strategies targeting learners’ self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers’ autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners’ autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.
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spelling pubmed-84558272021-09-23 The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention Alrabai, Fakieh Front Psychol Psychology Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner’s autonomy. Strategies targeting learners’ self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers’ autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners’ autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process. Frontiers Media S.A. 2021-09-08 /pmc/articles/PMC8455827/ /pubmed/34566814 http://dx.doi.org/10.3389/fpsyg.2021.728657 Text en Copyright © 2021 Alrabai. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Alrabai, Fakieh
The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
title The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
title_full The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
title_fullStr The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
title_full_unstemmed The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
title_short The Influence of Autonomy-Supportive Teaching on EFL Students’ Classroom Autonomy: An Experimental Intervention
title_sort influence of autonomy-supportive teaching on efl students’ classroom autonomy: an experimental intervention
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8455827/
https://www.ncbi.nlm.nih.gov/pubmed/34566814
http://dx.doi.org/10.3389/fpsyg.2021.728657
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