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Educational Research for Policy and Practice

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09.10.2019 | Original Article

Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives

verfasst von: Musarat Yasmin, Farhat Naseem, Naeem Abas

Erschienen in: Educational Research for Policy and Practice | Ausgabe 2/2020

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Abstract

The role of teachers in promoting learner autonomy has been the focus of second language acquisition researchers for more than a decade. This paper aimed at exploring perceived constraints in promoting learner autonomy, from the perspective of teachers. A sample of 16 university lecturers teaching communication skills in four public universities of Punjab was selected through purposive sampling. Following a qualitative approach, data were gathered through semistructured individual interviews which were later transcribed and analyzed thematically. Three major reported categories of constraints that emerged from the data were sociocultural, psychological, and institutional constraints. Sociocultural and psychological constraints were found to overlap and were linked in a complex way, where Pakistani culture was found ingrained in teachers’ and learners’ practices. Findings indicated that perceived barriers must be kept in mind while planning strategies to achieve learner autonomy in the classroom.

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Titel: Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives
verfasst von: Musarat Yasmin
Farhat Naseem
Naeem Abas
Publikationsdatum: 09.10.2019
Verlag: Springer Singapore
Erschienen in: Educational Research for Policy and Practice / Ausgabe 2/2020
Print ISSN: 1570-2081
Elektronische ISSN: 1573-1723
DOI: https://doi.org/10.1007/s10671-019-09252-7

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