III-Data Collection , Interpretation ,Findings and
Solution
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III-Data Collection , Interpretation ,Findings and
Solution
3-2-Learner
Fig. 6: Learner autonomy state
III-Data Collection , Interpretation ,Findings and
Solution
3-3-Classroom
Fig. 7: Classroom autonomy state
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III-Data Collection , Interpretation ,Findings and
Solution
3-4-Outside of classroom
Fig. 8: Outside of classroom autonomy state
4-Interpretation
This discussion will be made by category of questions and their
respective responses in order to see where the learner autonomy is weak or
absent or any other result.
4-1-Teachers
The ten (10) questions addressed to the teacher specific
awareness and preparation for autonomy had given the following results:
As Q1 response, teachers are very aware of their role in
promoting or enhancing the learner autonomy, this is confirmed by (48,6% and
48,6%, that is to say 97,2% as guides and motivators).
As Q2 response, teachers prefer generally to follow the learning
process made by another parts upon their own sight to teaching (51,4% of them
as).
As Q3, we can see that 56,8% of teachers are not allowed to use
new ways of teaching, while only 43 are allowed. SO, inspectors, in general, do
not encourage teachers' creativity.
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III-Data Collection , Interpretation ,Findings and
Solution
The big portion, in Q4, exhibits that inspectors are
traditional, which means that they tend to not encourage teachers to adapt new
ways of teaching like games and so on. This is an important factor that
prevents teachers to be more creative, these traditional inspectors prefer that
teachers stick to the prescribed curriculum. and this is another factor that
made promoting autonomy somehow difficult.
Teachers see also that they are the sole responsible of
classroom with exclusively of 51,4% of them (Q5) and share some responsibility
with students.
Teachers maintain their tasks as a source for teaching or
directing the classroom (with 67,6% in Q6) and act as guides to correct
students errors (78,4% in Q7) and prefer helping learners to understand English
lessons and using another language (here Arabic) with 48,6% of them (Q8).
Teachers show some flexibility in using English text book and
sometimes eliminate or modify its tasks (59,5% in Q9).And show that they are
interested with learner autonomy training programs (56,8% do it occasionally
and 13,5% do it always in Q10).
4-2-Learners
Teachers see that their secondary learners are decision-takers
(51,4% in Q11) and decision-makers at 21,6% in same question. And see that
learners are very passive (91,9% in Q12) and agree that learners of scientific
streams are more autonomous then those of literary streams (94,6% in Q13).
4-3-Classroom
Teachers confirm that they the center of teaching in classroom
with 51,4% of them in Q14 et some of them do practice balancing between teacher
and learner (45,9%). And confirm their respect to explaining in step by step
the instructions for doing tasks by learners (59,5% in Q15) and hopefully some
learners (40,5%) are able to understand by themselves.
Learners get the professional content as programed (64,9% in
Q16) and in less manner their interests are taken into consideration (35,1% in
the same Q16).
Learners are also somehow confident about their performance,
45,9% in Q17 and a part of them is very confident (10,8% in same question).
At almost the same part as Q18, learners feedback is taken
into consideration but they are seen as having understood lesson.
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