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dc.contributor.advisorSultana, Dr. Asifa
dc.contributor.authorAkter, Aklima
dc.date.accessioned2018-01-14T08:09:20Z
dc.date.available2018-01-14T08:09:20Z
dc.date.copyright2017
dc.date.issued2017-08-02
dc.identifier.otherID 13103025
dc.identifier.urihttp://hdl.handle.net/10361/9043
dc.descriptionThis thesis is submitted in partial fulfillment of the requirements for the degree of Bachelor of Arts in English, 2017.en_US
dc.descriptionCataloged from PDF version of thesis.
dc.descriptionIncludes bibliographical references (pages 47-48).
dc.description.abstractThis study attempts to explore secondary level learners and teachers’ responses on learner autonomy in Bangladeshi EFL classrooms. It emphasizes on the students’ survey and teachers’ interview on the aspect of learner autonomy. The researcher surveyed 169 student participants and interviewed 18 teacher participants for doing this study. The purpose of this study is to examine whether the secondary level learners of Bangladeshi EFL classrooms practice the characteristics of autonomous learners and whether the teachers want their students to practice it. The study identifies that students of secondary level possess the characteristics of autonomous learners and willing to practice autonomy therefore, there is a high possibility to practice learner autonomy in Bangladeshi EFL classrooms. The research further finds out to what extent, the teachers of secondary level learners cooperate their learners to practice learner autonomy in their classes. This study would also determine some learning techniques and strategies suggested by the teachers which can be used to practice learner autonomy in the Bangladeshi EFL classrooms. Keywords: learner autonomy, autonomous learners, practice, responsesen_US
dc.description.statementofresponsibilityAklima Akter
dc.format.extent54 pages
dc.language.isoenen_US
dc.publisherBARC Universityen_US
dc.rightsBRAC University thesis are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission.
dc.subjectEFL classroomsen_US
dc.subjectLearner autonomyen_US
dc.subjectAutonomous learnersen_US
dc.subjectResponsesen_US
dc.subjectPracticeen_US
dc.titleExploring the practice of learner autonomy in Bangladeshi EFL classrooms: responses of secondary level learners and their teachersen_US
dc.typeThesisen_US
dc.contributor.departmentDepartment of English and Humanities, BRAC University
dc.description.degreeB.A. in English


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