Teachers’ Readiness in Classroom Management to Promote Learner Autonomy in English Language Courses for Undergraduate Students in Government Universities in the Northeast of Thailand

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John Mark Belardo Patteera Thienpermpool


This research aimed to investigate the readiness of university teachers across the northeast of Thailand on their readiness to promote learner autonomy. In the case of Thailand, the country has been putting effort to keep up with the global trend of language teaching. Learner autonomy is therefore an important ideology that can help learners taking control over their own learning and increase their English skills. Sets of questionnaires had been adapted and compiled and used as an instrument to investigate the readiness of the university teachers.

The result showed that, surprisingly, teachers who had experience studying abroad tend to have more narrow and conserved opinion when it comes to the idea of allowing students to make decisions on their own learning. The results revealed the agreement score for teachers graduated from within Thailand of (x̄ = 4.18, SD = .343) while the agreement mean score for teachers graduated from abroad is at (x̄ = 3.43, SD = .938).  Teachers’ experience plays a huge role in determining their belief on learner autonomy. The agreement score for teachers teaching 3-5 years for this statement is (x̄ = 3.84, SD = .973) while the agreement score for teachers teaching for 5-10 years is at (x̄ = 4.74, SD = .446) and teachers teaching 10-15 years is (x̄ = 4.58, SD = .572).


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