Professional Development of Pakistani EFL Teachers and the Culture of Learner Autonomy

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Abstract

The value and impact of professional development of teachers are never-ending phenomena and it continues to develop betterment in the teaching performances. The current study aimed at giving professional development training to Pakistani English as a foreign language (EFL) teachers with reference to bringing, promoting and practicing the culture of learner autonomy in the EFL classrooms. Learner autonomy is a widely used concept in foreign language teaching and learning which makes learners more independent, selfconscious and self-aware of their own learning process. This experimental study represents Pakistani EFL teachers as the population, whereas 60 EFL teachers from the various universities of the province Punjab were taken as the sample. The results obtained showed a clear difference in the agreement of the teachers on using and practicing learner autonomy in their classrooms. Their concepts and mindsets on learner autonomy were changed after the training sessions.

Authors

1-Uzma Quraishi
Professor and Director, Institute of Education, Lahore College for Women University, Lahore, Punjab, Pakistan.

2-Ayesha Butt
Lecturer, TESOL, Lahore College for Women University, Lahore, Punjab, Pakistan.

3-Sameera Ayub Bhatti
Lecturer, Lahore School of Accountacy and Finance, The University of Lahore (UOL), Lahore, Punjab, Pakistan.

Keywords

English as a foreign language (EFL), Foreign Language Teaching (FLT), Foreign Language Classrooms,

DOI Number

10.31703/glr.2019(IV-I).11


Page Nos

81-87

Volume & Issue

IV - I

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Published: Jun 2019

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