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The Influence of Autonomy-Supportive Teaching on EFL Students' Classroom Autonomy: An Experimental Intervention.

ABSTRACT: Based on the framework of self-determination theory (SDT), this two-wave longitudinal empirical investigation examined the actual practicality of certain strategies that have been theoretically acknowledged as having potential positive effect on English as a foreign language (EFL) learner's autonomy. Strategies targeting learners' self-determined learning in the classroom in terms of satisfying learner basic psychological needs (BPNs) of autonomy, competence, and relatedness as well as SDT key concepts, such as learner sense of choice, intrinsic motivation, control over learning, goals and needs, and metacognitive skills, were implemented in a treatment group for 12weeks. A classroom observation was used to evaluate teachers' autonomy-supportive teaching and a student self-report measure, and an observation were used to assess learners' autonomy. The findings derived out from analyses of variance, covariance and a hierarchical regression revealed that the experimental intervention led to statistically significant increased EFL autonomy for learners in the experimental group. Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive teaching and learner autonomy; with perceived choice being the strongest predictor of learner autonomy. These findings acknowledge the vital role of teacher autonomy-supportive teaching in promoting EFL learner autonomy and recommend that, beside satisfying their BPNs, students should always be granted a larger space of freedom of choice, more control over learning, and more involvement in decision-making process.

SUBMITTER: Alrabai F

PROVIDER: S-EPMC8455827 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Online learning is becoming more and more popular than traditional learning, and the need to investigate its influence within the framework of instruction and learning domains is - in today's emerging, cutting-edge technology world - an academic trend. The current study's problem intends to explore the impact of virtual versus traditional learning on the academic achievement of EFL students, a subject that has garnered substantial attention from English Language Teaching (ELT) researchers. This study aims to clarify if EFL students' academic progress in a listening skills classroom is influenced by traditional or online learning. The present research compiled information on how EFL students performed when English language teaching took place online as opposed to in a traditional classroom environment. This study, using an experimental research design with (N = 30) pairs of students (both male and female), was held at Najran University, KSA, in the academic year 2022-2023 b y using probability (random sampling). This study used pre-and post-tests to gather data from the subjects of the study, bifurcated into controlled and experimental groups employing the two modes of teaching, viz., online and traditional. The findings of the investigation proved that the experimental group achieved better performance compared to the control group in terms of results and scores. There are no significant differences based on gender. In addition, (N = 20) teachers teaching listening skills to EFL learners participated in semi-structured interviews. The qualitative analysis enlisted flexibility, accessibility, effective communication, collaboration, monitoring of student progress, and the use of a blackboard as constructive elements, followed by maintenance costs, wastage of available resources, long-term engagement, limited face-to-face interaction, and demotivation as critical perspectives. According to the findings of this research, the author recommends further studies with more variables.

Project description:BackgroundInadequate physical activity in young people is associated with several physical and mental health concerns. Physical education (PE) is a potentially viable existing network for promoting physical activity in this population. However, little research has been conducted on whether PE teachers can influence students' engagement in leisure-time physical activity. The present study therefore examined the efficacy of an intervention aimed at increasing PE teachers' autonomy support on students' leisure-time physical activity (the PETALS trial). The intervention was guided by the trans-contextual model (TCM) explaining the processes by which PE teachers' provision of autonomy support during PE promotes students' motivation and engagement in physical activity in their leisure time.MethodsThe study adopted a cluster-randomized, waitlist control intervention design with randomization by school. Participants were PE teachers (N = 29, 44.83%female; M age = 42.83, SD = 9.53 yrs) and their lower secondary school students (N = 502, 43.82%female; M age = 14.52, SD = 0.71 yrs). We measured TCM constructs, including perceived autonomy support, autonomous motivation in PE and leisure time, beliefs and intentions towards leisure-time physical activity, and physical activity behavior at baseline, post-intervention, and at one-, three-, and six-months. Study hypotheses were tested through a series of ANOVAs and structural equation models using post-intervention and one-month follow-up data.ResultsWe found no changes in TCM constructs or physical activity behavior in either group at post-intervention or at 1 month. Path analyses supported two propositions of the TCM as change variables: perceived autonomy support had a significant effect on autonomous motivation in PE and autonomous motivation in PE had a significant effect on autonomous motivation in leisure time. Although we found a direct effect of autonomous motivation in leisure time on physical activity, we did not find support for the third premise of the TCM that autonomous motivation in leisure time indirectly affects physical activity through beliefs and intentions.ConclusionsCurrent findings did not support the efficacy of the PETALS intervention at changing physical activity behavior and TCM constructs. More research is required to determine whether the TCM predictive validity is supported when other model variables are manipulated through experimental and intervention studies.Trial registrationISRCTN, ISRCTN39374060 . Registered 19 July 2018. Prospectively registered.

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The Influence of Autonomy-Supportive Teaching on EFL Students' Classroom Autonomy: An Experimental Intervention.

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