The Desirability and Feasibility in Fostering Learner Autonomy from ESL Lecturers’ Perspectives at Institute of Teacher Education Malaysia

Abstract

This study aimed to investigate the desirability and feasibility in fostering learner autonomy (LA) from ESL lecturers’ perspectives in teacher training context. A number of 207 ESL lecturers from Institute of Teacher Education (ITE) campuses took part in this study. A questionnaire designed by Borg and Busaidi (2012) was adapted for data collection. The data were analysed descriptively in forms of frequencies and percentages. The analysis revealed that majority of ESL lecturers believed that their students were autonomous. They also perceived that it was more desirable than feasible for the two aspects measured in LA: i) learners’ involvement in decision-making and ii) learners’ abilities in all seven (7) items. As for involving learners in decision-making, the ESL lecturers agreed that kinds of tasks, activities and topics discussed were the most desirable and feasible aspects while objectives for the course and teaching methods were the least desirable and the least feasible aspects too. In terms of learners’ abilities, two skills; to learn independently and to learn co-operatively were the most desirable by the ESL lecturers while evaluating their own learning was the least feasible. From the findings, it can be implied that the ESL lecturers felt positive to allow their students to be involved in decision-making regarding their learning in most aspects. With the fact of higher desirability and feasibility in most aspects for learners’ involvement in decision-making and learners’ abilities, this reflected that the ESL lecturers believed that their students are autonomous learners and can be more autonomous.