Teachers’ Multiple Role-Promoting Learners’ Autonomy in Communication Skills

Abstract

The main goal of the research encompasses learner autonomy or learner-centered learning. The majority of teachers employ traditional teaching methods and teacher-centered classroom practices. The shift of conventional methods of instruction into self-directed learning or interactional techniques Therefore, first and foremost, teachers' roles need to be changed as managers, supervisors, resource persons, and counsellors. This will enhance independent learning among students by encouraging collaboration, coordination, and a strong bond between learners and teachers. There are several affective factors to consider, such as family, institutional expectations, a lack of background circumstance, a lack of strategic involvement, logistical limitations, assessment pressure, and so forth. Data gathered from fifty teachers for the study was analysed in order to find teachers' perspectives on how to support and promote autonomous learning in their classrooms. Moreover, the findings showed that institutional norms and a lack of teaching strategies hindered learner autonomy. In addition, the teachers suggested approaches to improve their professional development programmes to conduct, which can improve their own qualities as teachers and also help to develop the learner's autonomy. Evidently, it supports teachers and students to promote an independent learning process