What do Teachers Think about Learner Autonomy?: a View of Thai and Non-Thai English Teachers

Abstract

Learner autonomy development will not be successful if teachers themselves do not know what it is and how to implement it.  Therefore, this study aimed to address the three research questions which were 1) What are teachers’ perspectives of learner autonomy in terms of its definition?; 2) Do teachers believe learner autonomy is important?; and 3) What are possible constraints on the development of learner autonomy by Thai students?  Open-response items questionnaires were distributed to 70 Thai and non-Thai teachers teaching English in five private universities in Bangkok.  Thematic content analysis was used to analyze the data.  The findings revealed that 1) There were six definitions of learner autonomy (learner’s responsibility, independent learning with choice and freedom, self-study, motivation, independent learning with conditions, and mutual relationship between teacher and student); 2) Every teacher agreed that learner autonomy was important; and 3) There were three major constraints of learner autonomy development (students, Thai culture influencing the Thai education system, and teachers).  Theoretical, pedagogical and administrative implications were discussed.