Teacher Autonomy on English Communication courses in Japanese Universities

Paul Anthony Marshall

Abstract


This study examined university English Communication teachers’ perceptions of teacher autonomy in terms of their own freedom to make decisions about the teaching and learning that occurs inside their classroom. An online questionnaire was used to collect self-reports. Results imply that most teachers enjoy a level of autonomy which is high compared to that in the U.S. and Europe, and that depending on the experience level of the teacher, a high level of autonomy might be perceived positively or negatively.

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References


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