ABSTRACT
This study investigated the extent to which Malaysian primary ESL teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. There is very little research on how teachers’ beliefs on learner autonomy are enacted in teaching practices, especially in Malaysian context. 44 primary ESL teachers from 11 schools in Pengkalan Chepa Zone of Kota Bharu District participated in the study. Data were collected through two phases of the study, utilising both quantitative methods (survey questionnaire) and qualitative methods (semi- structured interviews). This study found that teachers generally lacked understanding about learner autonomy and there was a mismatch between teachers_’beliefs and their actual teaching practices regarding learner autonomy. A few constraints to implementing learner autonomy in Malaysian classrooms had also been identified, for instance; teachers’ knowledge and readiness, Malaysian curriculum and examination-oriented culture as well as teaching and learning facilities. Though there are a few limitations with regard to the study, the findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of Malaysian education system and policy.
KEYWORDS
Learner autonomy, teacher’s beliefs, primary ESL teachers, Malaysian Education System