Indonesian Pre-Service EFL Teachers’ Readiness for Developing Learner Autonomy: A Mixed-Methods Case Study
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Abstract
Using a sequential exploratory design, this study measured the readiness of pre-service English as a foreign language teachers in East Java to develop learner autonomy (LA) in schools. Additionally, the study investigated how they perceived the effectiveness of their undergraduate teacher education programme (BA in English Language Teaching) in developing their readiness for fostering autonomy among their future students. The sample, comprising 87 participants, provided extensive data through questionnaires and semi-structured interviews. The key findings were that these Indonesian pre-service teachers had a narrow conceptualisation of LA; they perceived it psychologically as an individual’s willingness and mental capacity to regulate learning, and pedagogically as a teachable construct. They also lacked practical training in applying the concept within classroom settings, which would bridge the gap between theory and classroom practice. Statistical analyses further indicated that they were not fully ready to foster LA in their classrooms, regardless of their gender, or the location and status of the schools where they completed their teaching practicum. The results underscore the need for enhanced, context-specific teacher education programmes to better equip future teachers for developing LA in Indonesian schools.
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References
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