초록 열기/닫기 버튼
This study was intended to investigate the beliefs about learner autonomy of English teachers in high schools in Korea. This study drew on the results of the previous research on teachers’ beliefs about learner autonomy in Oman (Borg & Al-Busaidi, 2012) and made an attempt to extend the previous study in two ways. First, this study adds new items to the questionnaire, which asks about the use of new technology for autonomous language learning. Second, this study provides teachers’ perspectives on learner autonomy for successful language learning in general. The survey results taken from 128 English teachers and the interview results from 12 out of the 128 English teachers yielded their beliefs about learner autonomy in general and their readiness to adopt new technology for autonomy. This paper argues that it is necessary to find the extent of teachers’ readiness to adopt the changes in teacher roles which learner autonomy implies. It also discusses the implications of these beliefs for future research and implementation into L2 classrooms.
