Teachers and learners perspectives on learner role in EFL classrooms

Abstract

The present study aimed to explore the teachers' and learners' perspectives on learner role in EFL classrooms. Thus, in order to have a better description of the research issue under investigation, six major issues focusing on classroom language learning and teaching process were identified as the main areas of concern in the present study. Hence, the 'learner role' in: goal and objective setting process, textbook selection, language teaching methodology, language instruction, learning strategies and evaluation process were investigated all through the study. The present study was structured in the frame of research questions which guided the study, this would also help the learner to ease the way during the interpretation of the research findings. In order to probe into the research issue under investigation, various data collection instruments were used; questionnaires, interviews, classroom observations and field notes. Questionnaires were the leading instruments of the study; and interviews, classroom observations and field notes also helped to get a deeper understanding regarding the teachers' and learners' perspectives on learner role in EFL classrooms. The data was elicited from 300 students and 40 teachers of English from five different public primary schools in Bursa, Turkey. The analysis of the data emerged some intriguing results. It was found out that the teachers and learners have similiar perspectives regarding the learner role in goal and objective setting process held in EFL classrooms. Both the teachers and learners strongly believe that defining the goals and objectives of a lesson is a matter not only beyond students' abilities but also out of their responsibilities in EFL classrooms. When it comes to the learner role in textbook selection process, students are on the point of the view that although the textbook selection procedures are carried out by their teachers, they still want to involve in that process. On the other hand, many of die teachers do not believe in the importance of student involvement in textbook selection process. Another finding appeared in the study is that neither the students nor the teachers Ihink that students can be participated in the methodological issues of the EFL classrooms. Most of the students tend to believe that the primary aim of students in the instruction process is to receive the information presented by the teacher. However, what students believe about their own role is somewhat different from the perspectives of most of the teachers who want their students to involve in critical thinking processes by asking questions during the lesson. Regarding the role of learners in the development of language learning strategies, it was found out that a great majority of teachers and students have a strong preconception that the best language learning strategies are the ones that are designed and provided by tiie teacher in EFL classrooms. When it comes to the role of the learners in the evaluation process, it was discovered that while students believe that they can evaluate their own progress with the absence of their teacher by means of practices and quizes, the teachers disagree with the idea that students can not play an active role in evaluating their own progress in EFL classrooms. In the light of all these findings, it is suggested that both the teachers and the learners need to broaden their perspectives on 'learner role' in EFL classrooms, and mthey should learn to be respective to each other's beliefs and perspectives in EFL classrooms.