Teachers and Learners’ Perceptions of Autonomy in English Language Learning: A Comparative Study of State Schools and Private Language Institutes in Iran

Autonomy is an important concept in education. It is a multi-faceted trait. The present study examined various aspects of autonomy, specifically, cognitive, interpersonal, institutional, and technological, within English language learning settings in both state schools and private language institutes. A questionnaire was developed, drawing on key concepts from Self-Determination Theory (SDT) and previous surveys by Borg and Al Busaidi (۲۰۱۲) and Murase (۲۰۱۵). The questionnaire was tested for reliability and factorability before being administered to ۴۰۰ participants, which included ۱۰۰ teachers from state schools, ۱۰۰ from private language institutes, as well as ۱۰۰ senior high school students and ۱۰۰ intermediate-level students enrolled in private institutes. The aim was to see how learners and educators perceive and experience autonomy across different educational environments. The findings indicated notable differences in the perception and application of autonomy, with participants from private language institutes reporting a greater sense of autonomy in their learning practices compared to those in state schools. This study enhances our understanding of learner autonomy and offers insights that could guide future teaching strategies in varying educational contexts. The implications for curriculum development and teacher training are also addressed.

کلیدواژه ها:

dimensions of autonomy ، educational settings ، Learner autonomy ، student perceptions ، Teacher Perceptions