A systematic review of autonomous learning in ESL/EFL in Bangladesh: a road to discovery era (2009-2022)
Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now. Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during the last ten years or so, and the prospect looks promising. This article review...
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Canadian Center of Science and Education
2022
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| Subjects: | |
| Online Access: | http://irep.iium.edu.my/97520/1/97520_A%20systematic%20review%20of%20autonomous%20learning.pdf http://irep.iium.edu.my/97520/ https://www.ccsenet.org/journal/index.php/elt/article/view/0/46946 |
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| Summary: | Learner autonomy has been a major focus of educational researchers in Bangladesh for more than a decade now.
Studies in this area have generated significant themes in ESL/EFL pedagogy in Bangladesh, particularly during
the last ten years or so, and the prospect looks promising. This article reviews the research pertaining to learner
autonomy in Bangladesh during the years 2009-2022. The review revealed that studies related to learner
autonomy in Bangladesh tend to focus on how autonomy facilitates English language teaching, examining
teachers’ and learners’ attitudes, perception and readiness, factors affecting the fostering of learner autonomy, its
implications, importance, and teachers’ varied roles to exhilarate learner autonomy. However, research on
learner autonomy in English language teaching and learning in Bangladesh seems insignificant. During the
review process, it has been evident that there is a crucial need for more in-depth empirical studies in autonomy.
Moreover, there is significant lack of investigations where learners’ responses are included. Hence, this article
examined the gaps, and suggestions for further studies are provided accordingly. |
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