Analysis of English Teachers' Cognition on Incorporating Autonomous Learning: A Descriptive Case Study at Primary School in Solo
Penulis Utama
:
Dhia Fathi Husna
NIM / NIP
:
S892108003
×<p xss=removed>This descriptive
case study explores the cognitions of English as a Foreign Language (EFL)
teachers concerning autonomous learning and its implementation in classroom
activities within primary schools in Solo, Central Java, Indonesia. Employing
the framework proposed by Joyce et al. (2003), the research investigates four
dimensions: Knowledge Base, Theoretical Knowledge, Practical Knowledge, and
Teacher Personal Beliefs. Through a descriptive case study that included
questionnaires, interviews, and classroom observations, the study reveals
diverse levels of teacher cognition. Findings indicate exceptionally strong
Teacher Personal Beliefs (M = 4.93) in promoting learner autonomy, establishing
it as a significant philosophical driver. Teachers also exhibit robust
Theoretical Knowledge (M = 4.09) of autonomous learning principles. However,
their Practical Knowledge (M = 3.65) is moderately strong, frequently
characterized by a generate and test method and challenges related to resources
and student readiness. The Knowledge Base (M = 2.50) reflects a moderate
understanding, particularly regarding the adaptation of autonomy for young learners.
This disconnect meant that despite firm convictions, teachers struggled with
consistent, comprehensive implementation of autonomous learning strategies. Classroom
activities observed illustrate these cognitions through structured
goal-setting, task choices, metacognitive practices, and supportive
environments, which foster visible student engagement and ownership. This study
concludes that targeted professional development is crucial for bridging the
belief-practice gap, enhancing practical skills and instructional strategies to
fully leverage teachers' intrinsic motivation and cultivate a sustainable
culture of learner autonomy in primary EFL contexts.<o></o></p><p xss=removed><br></p>
×
Penulis Utama
:
Dhia Fathi Husna
Penulis Tambahan
:
-
NIM / NIP
:
S892108003
Tahun
:
2025
Judul
:
Analysis of English Teachers' Cognition on Incorporating Autonomous Learning: A Descriptive Case Study at Primary School in Solo
