The Relationship between Interactive Teaching and Learners’ Autonomy | ||
| Al-Ma'mon College Journal | ||
| Article 1, Volume 0, Issue 25, August 2018, Pages 322-339 | ||
| Authors | ||
| Fatin Khairi Mohammad Saeid; Ayah Mohammad Jasim | ||
| Abstract | ||
| The present paper aims at shedding light on the relationship between interactive teaching and learners’ autonomy. Interactive teaching means involving learners in the lesson through increased use of higher order questions and encouraging them to ask questions, to answer them, and to justify. It is exposing learners to new ideas. It values students’ prior ideas and aims at empowering students to be independent learners. It demands teachers to take less dominant role and the learners are encouraged to be responsible managers of their own learning. It should be seen as a whole approach to integrating episodes of teaching into a lesson. One factor, among others, that focuses on interactive lessons is an increase in the level of autonomy. The relevance of the notion of learner autonomy as a goal in formal education contexts has in turn produced a need for teachers to develop expertise in pedagogy for autonomy. Autonomy in learning means people taking more control over their learning in classrooms and outside and taking more control over their purposes for which they learn language and the ways in which they learn them. A student becoming autonomous means gradually and individually acquiring the capacity to conduct his own learning program, progressively becomes his own teacher and constructs and evaluates his learning program himself. | ||
| Keywords | ||
| interactive; Empowerment; Avtonomy; Interaction; Hypothesis | ||
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