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Challenges and Barriers Associated with Learner Autonomy in Public and Private EFL Education in Iran: An In-Depth Analysis | ||
| Teaching English as a Second Language Quarterly | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 24 آبان 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.53432.3421 | ||
| نویسندگان | ||
| Ahmad Nasiri؛ Abbas Ali Zarei* ؛ Rajab Esfandiari | ||
| Department of English, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran | ||
| چکیده | ||
| The study of EFL in Iran reveals complex challenges faced by both teachers and learners, particularly in fostering learner autonomy. This study employed a qualitative design, embracing characteristics of a case study to explore the dichotomous educational environment between state schools and private language institutes. The sample comprised 13 EFL learners and 17 EFL teachers, selected through stratified sampling to ensure diverse representation from various educational settings. Data were collected through semi-structured interviews aimed at investigating personal experiences and challenges in fostering autonomy in language learning and strategies used by teachers and experienced by learners. Thematic analysis was employed to identify recurrent themes related to such challenges and strategies. The paper discusses the institutional, teacher-related, and learner-related factors that might hinder autonomy in language acquisition and underscores the necessity of a systemic approach to educational reform to cultivate a culture of independence and motivation among learners. Recommendations for curriculum development and enhanced teaching practices are presented to benefit the EFL landscape in Iran. | ||
| کلیدواژهها | ||
| Curriculum Development؛ Educational Environment؛ Educational Reform؛ Independence؛ Strategies | ||
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