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Teacher-directed learning to self-directed learning transition barriers in Pakistan
Affiliation:1. Department of English, University of Gujrat, Hafiz Hayat, Gujrat, Pakistan;2. Munk School of Global Affairs, University of Toronto, Canada;3. National Institute for Excellence in the Creative Industries, Bangor University, United Kingdom
Abstract:Present paper explores the implications and barriers associated with the transition from teacher-directed learning (TDL) to self-directed learning (SDL) in the EFL classroom in Pakistan. This study intends to explore teachers’ views about the nature and viability of implementing the SDL approach to teach English in Pakistan. A qualitative approach is followed in data collection and a contrastive thematic method is employed for analysis. With a sample of 16 English language teachers from four public universities, data is collected through semi-structured interviews. The results show that teachers view SDL with a potential to make students self-sufficient and autonomous, but Pakistani education system, cultural background, and learners’ psychological aspects hinder the process of transition. These obstacles may be removed through creating awareness among teachers and students, and by bringing more flexibility into syllabi and teaching methods, and most importantly, through training local teachers.
Keywords:Self-directed learning  Teacher-directed learning  Transition barriers  SDL solutions  SDL limitations
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