TEACHER AS FACILITATOR – THE CHANGING ROLE OF THE TEACHER AND ITS IMPACT ON LEARNER AUTONOMY
Annotatsiya
This thesis explores the evolving role of the teacher as a facilitator in a student-centered B1 language classroom, focusing on how this shift impacts learner autonomy. It examines the traditional versus modern roles of educators, highlighting the pedagogical transformation required to foster an autonomous learning environment. Techniques such as scaffolding, individualized feedback, and facilitating peer interactions are discussed to illustrate how teachers can create a supportive atmosphere conducive to learner-centered education. The research argues that by empowering students and stepping into the role of facilitators, teachers can effectively promote learner independence, engagement, and competence development.
Kalit soʻzlar:
Iqtiboslar
Little, D. (1995). Learning as Dialogue: The Dependence of Learner Autonomy on Teacher Autonomy. System, 23(2), 175-182.
Dam, L. (1995). Learner Autonomy 3: From Theory to Classroom Practice. Authorship of Teachers.
Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
Harmer, J. (2007). The Practice of English Language Teaching (4th ed.). Pearson Education Limited.
Littlewood, W. (1999). Defining and Developing Autonomy in East Asian Contexts. Applied Linguistics, 20(1), 71-94.
Scrivener, J. (2011). Learning Teaching (3rd ed.). Macmillan Education.
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