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Rashidi, Farzad, Ahangari, Saeideh, Yousefi Azarfam, Ali Asghar. (1404). The Impact of Teacher Training Courses (in-service training) on ELT Teachers’ Perceptions and Practices of Learner Autonomy. , 13(1), -. doi: 10.22034/jsa.2025.143213.2569
Farzad Rashidi; Saeideh Ahangari; Ali Asghar Yousefi Azarfam. "The Impact of Teacher Training Courses (in-service training) on ELT Teachers’ Perceptions and Practices of Learner Autonomy". , 13, 1, 1404, -. doi: 10.22034/jsa.2025.143213.2569
Rashidi, Farzad, Ahangari, Saeideh, Yousefi Azarfam, Ali Asghar. (1404). 'The Impact of Teacher Training Courses (in-service training) on ELT Teachers’ Perceptions and Practices of Learner Autonomy', , 13(1), pp. -. doi: 10.22034/jsa.2025.143213.2569
Rashidi, Farzad, Ahangari, Saeideh, Yousefi Azarfam, Ali Asghar. The Impact of Teacher Training Courses (in-service training) on ELT Teachers’ Perceptions and Practices of Learner Autonomy. , 1404; 13(1): -. doi: 10.22034/jsa.2025.143213.2569

The Impact of Teacher Training Courses (in-service training) on ELT Teachers’ Perceptions and Practices of Learner Autonomy

School Administration
دوره 13، شماره 1 - شماره پیاپی 31، تیر 2025
نوع مقاله: Mixed Method Research Paper
شناسه دیجیتال (DOI): 10.22034/jsa.2025.143213.2569
نویسندگان
Farzad Rashidi1؛ Saeideh Ahangari* 2؛ Ali Asghar Yousefi Azarfam3
1Department of English , Ta. C., Islamic Azad University, Tabriz, Iran
2Department of English, Ta.C,, Islamic Azad University, Tabriz, Iran
3Department of English, Sou.C., Islamic Azad university, Soufian, Iran
چکیده
The autonomy of learners (AL) is a concept that is increasingly becoming popular in English Language Teaching (ELT). This study sought to explore the effects of in-service training on the perceptions and practices of Iranian EFL teachers in terms of learner autonomy. The use of mixed methods enabled the collection of both quantitative and qualitative data from the Learner Autonomy Questionnaire (LAQ) (Borg & Al-Busaidi, 2012) as well as classroom observations and semi-structured interviews. Twenty teachers from an Iranian EFL context enrolled in a 30-hour in-service training focusing on autonomy-supportive practices for EFL. The results of quantitative data analyzed through descriptive statistics and repeated-measures ANOVA showed significant differences on teachers’ perceptions (F = 93.57, p = .00, η2= .83) and practices (F = 237.52, p = .00, η2= .92). Thematic qualitative analysis of interviews showed that teachers’ beliefs with regard to learner autonomy became comprehensive and multi-faceted resulting in greater use of reflective practices, goal-setting, and collaborative problem solving. These findings corroborate existing literature, , while also emphasizing the need to incorporate practical training as a component in teacher development programs (TDP) in a bid to transform knowledge into practice within the classroom. These findings are relevant to curriculum development, teacher training, and future learner autonomy research in EFL contexts.
کلیدواژه‌ها
mixed methods؛ teaching؛ learning
آمار
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