The paper is titled "The Influence of Autonomy-Supportive Teaching on EFL Students' Classroom Autonomy: An Experimental Intervention." It focuses on examining the effects of autonomy-supportive teaching strategies on English as a foreign language (EFL) learners' autonomy in the classroom.
The study aimed to empirically test the effectiveness of autonomy-supportive teaching strategies in promoting EFL learner autonomy. It investigated how implementing specific autonomy-promoting strategies in EFL classrooms impacts various aspects of learner autonomy.
The study used a two-wave longitudinal experimental design with treatment and control groups. 62 Saudi EFL university students and 4 teachers participated. Autonomy-supportive strategies were implemented in treatment classes for 12 weeks. Data was collected via classroom observations and student self-reports before and after the intervention.
Key Findings:
- The intervention led to significant increases in autonomy-supportive teaching behaviors and learner autonomy in the treatment group compared to the control group.
- Learner perceived choice, autonomy support, competence, and intrinsic motivation mediated the relationship between teacher autonomy-supportive practices and learner autonomy.
- Perceived choice was the strongest predictor of learner autonomy.
The study provides empirical evidence that autonomy-supportive teaching strategies can effectively promote EFL learner autonomy, even in contexts where learner autonomy is not traditionally emphasized. It highlights the crucial role of teachers in facilitating learner autonomy by providing choice, supporting basic psychological needs, and fostering intrinsic motivation. The findings validate theoretical assumptions about the practicality of autonomy-supportive approaches in EFL contexts.