ABSTRACT
This study aimed to provide insights into English as a foreign language (EFL) teachers’ beliefs regarding learner autonomy at the Indonesian senior high school level. The study followed a sequential mixed-method that employed questionnaires and interviews for data collection. Eighteen EFL senior high school teachers were recruited to participate in this study. It was found that the EFL teachers showed very positive beliefs toward learner autonomy. They associated learner autonomy with the concept of learners’ initiative and independence to learn without any compulsions from the teacher. While, EFL teachers perceived their learners as less autonomous in learning, they had made some efforts to promote learner autonomy, such as maximizing the use of the internet and existing resources, emphasizing freedom in learning, and motivating learning. However, inadequate school facilities and learners’ low motivation became teachers’ constraints in promoting learner autonomy. Therefore, even though EFL teachers knew the importance of learner autonomy, they could not expect optimum development. This reveals the need for special attention from policymakers regarding learner autonomy in online teaching and learning. © 2022 Kasetsart University.
ABSTRACT
This study attempted: (1) to describe the teaching and learning activities using WhatsApp;and (2) to determine the students’ perception of the implementation as a platform of online learning. This research was descriptive qualitative research utilizing observation of one lecturer and survey delivered to 117 students who took pedagogical content courses. The observation was conducted during one academic semester teaching in 2020 by using a journal note and a survey using a questionnaire that contained 20 items. There were four dimensions determined in the questionnaire: ease/relevance, before learning, during learning, and benefits of WhatsApp. Among 117 respondents involved in this study, there were 83 undergraduate students and 34 postgraduate students. The study proved there were nine learning activities done by the students in the main and post-activity phases. Such activities included sending the written summary on the pedagogical content knowledge and link of the video of oral presentation and simulation, discussion through questions and answers, giving additional comments, giving conclusions, and giving feedback. The study also revealed that the perception of the students on WhatsApp utilization was very positive. They strongly agreed that it was comfortable and relevant to use during the COVID-19 pandemic and helped them improve oral and written communication skills. Moreover, they confirmed it increased their critical thinking through discussion activity conducted before and during learning. Thus, it enhanced their understanding of the pedagogical content knowledge materials. © 2022 Kasetsart University.