Blissfully Unaware: Learner Autonomy and the TESL...
Blissfully Unaware: Learner Autonomy and the TESL Undergraduates at UPM, Malaysia
Tertiary learners are expected to have already acquired and demonstrated a degree of autonomy in their studies and personal life; as the positive traits of being autonomous i.e. have positive self-concept and inquisitive minds, able to work independently yet have superb inter-personal skills etc. would have positive effects on their learning. This presentation is based on the qualitative aspects of a study to investigate the versatility of five TESL (Teaching English as a Second Language) cohorts at the Faculty of Educational Studies (FES), Universiti Putra Malaysia (UPM); and the degree they are autonomous in their learning. Among the issues investigated are their perceptions of themselves as learners; problems they have (if any) in their studies; their coping strategies; and similarities and differences among the cohorts in relation to autonomy. Data were obtained from observation of the cohorts during lectures and tutorials, focus groups and individual interviews. Duration of the study was two years. The findings indicate that although generally, the majority of these TESL undergraduates do have a high degree of autonomy, they are not really aware of practicing autonomy. While their being autonomous will augur well for the teaching profession, their lack of awareness of this fact will have some implications on the TESL teacher education training at the Faculty of Educational Studies, UPM in particular and other faculties of education at other public universities in Malaysia in general. Discussion on the implications will conclude the presentation.