VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIESFACULTY OF POST-GRADUATE STUDIES TEACHERS’ ROLES AND CHALLENGES IN FOSTERING LEARNER AUTONOMY: A CASE
INTRODUCTION - LH ng giết 1 1.1 Rationales for the 2 5
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The purpose of this study was to explore college teachers’ perceptions and practices of their roles in fostering learner autonomy in EFL blended learning classes Besides, the study sought to gain a sufficient understanding of the challenges faced by college teachers in fostering learner autonomy in EFL blended learning classes.
To achieve its goals, the study sought to answer the following research questions:
1) How do college teachers perceive learner autonomy and their roles in fostering learner autonomy in EFL blended learning classes?
2) How do college teachers practice their roles in fostering learner autonomy in EFL blended learning classes?
3) What challenges do college teachers encounter in fostering learner autonomy in EFL blended learning classes?
In the present study, the term “learner autonomy”, despite its various definitions, is understood as learners’ ability to take control of their own learning with the help of teachers.
Regarding its context, the study takes into consideration blended-learning EFL classes in communication lessons where communicative skills are focused.
Finally, concerning the participants of the study, though it is fully comprehended that several viewpoints give a fully understanding of the issue, due to the limit of time, the research puts its focus on teachers’ roles and challenges from four teachers’ perspectives only.
The study was conducted in the form of a case study with the utilization of three different data collection methods to form a data triangulation: teachers’ reflections, observations and interviews At first, face-to-face one-on-one interviews were conducted with four teacher participants who took charge of four different classes in the English course ENT2126, which is equivalent to the level of A2 The four teachers were then observed in three different sessions Meanwhile, the teacher participants were asked to keep teacher’s self-reflection in which they took note of their teacher-student interaction, their strategies to foster their students’ autonomy, and the challenges they have in encouraging their students to learn autonomously, based on guiding questions The gathered data was then analyzed carefully, compared and contrasted between teachers’ perceptions and their practices to contribute to final results and discussions.
This research was carried out with the hope to benefit EFL teachers, the English Department at the college in particular and those in other educational contexts in general, and the body of knowledge about teachers’ roles in fostering learner autonomy in the context of blended learning.
For EFL teachers, the research can help raise their awareness of their vital roles in enhancing learner autonomy in the context of EFL blended learning classes. Accordingly, they may look into their current teaching practices and have some improvements in performing their required roles to foster their students’ autonomy in learning English if necessary.
For the English Department of the college and other educational contexts,through the results, findings and implications of the present study, they could have a deeper understanding of the current situation, so that they could take proper actions and provide their teachers with appropriate training so that the effectiveness of teaching and learning could be maximized.
Also, since research on teachers’ roles in fostering learner autonomy in EFL blended-learning classes is still limited, the researcher hopes that the findings of her study will be able to contribute further knowledge and references to the field.
The study includes five chapters:
Chapter 1: Introduction discusses the rationale, aims and central questions, scopes, methods, significance and organization of the study.
Chapter 2: Literature Review presents the theoretical background, defines key terms, review related studies and identify the research gap for the current study.
Chapter 3: Methodology describes the research context and participants, as well as summaries the research methods, data collection instruments and data analysis procedures.
Chapter 4: Results and Major Findings presents the results after the collection and analysis of the collected data
Chapter 5: Discussion and Conclusion finalizes and summarizes the key points of the study, presents the limitations and gives suggestions for further studies in the field.
LITERATURE REVIEWW HH iệt 6 2.1 Learner autonomy in language ẽ€arn1nE - - - 5< + 3x £skEeeeeeeereeeeree 6 2.1.1 What learner autonomy is Nẽẽ .- - - - 1n TH TH ng 6 2.1.2 Definitions of learner aUfORIOTTY - - s 111 912kg ng rệt 7 2.2 Teachers’ roles in fostering learner aufOTIOT s6 + xxx kEseeseesseesse 9 2.3 Challenges in enhancing learner autOnOMY s5 +5 s* + x+ssvessseeseeers 12 2.4 Blended learnInig ô5 + +4 k1 TH HH nh 13 2.4.1 Definitions of blended learT11E - xxx 3335191 kg ng grưy 13 2.4.2 Levels of blended ẽearn1nng - - - + 3+ 3331183911131 1E EEEEerkkerrere 13 2.4.3 Benefits of blended learning in fostering learner autonomy
Drawbacks of blended learning in fostering learner autonomy
Despite its benefits, blended learning also presents challenges in fostering learner autonomy Technical issues and limited access to digital resources may create inequalities among students Moreover, the shift from a traditional to a blended learning environment may be met with resistance from both teachers and students The potential for reduced face-to-face interaction raises concerns about the development of social and collaborative skills Additionally, monitoring and assessing learner autonomy in a blended learning setting may pose difficulties for educators.
Understanding the nuances of blended learning and its impact on learner autonomy is crucial for exploring the roles and challenges faced by teachers in EFL blended-learning classes at the targeted college in Hanoi The next sections will delve into the specific roles of teachers and the challenges they encounter within this pedagogical framework.
Previous research on teachers’ roles and challenges in fostering learner autonomy
Since the early days of learner autonomy, the concept has received growing concern in the field of education Especially, what teachers can and should do to foster learner autonomy is at the centre of attention More and more theoretical and empirical studies have been conducted to broaden and deepen our knowledge about this fertile discussion topic Among all, some significant and relevant research in the world and in Vietnam is going to be reviewed in details in this following part.
The study “The Role of Teachers in Promoting Learner Autonomy in Secondary Schools in Saudi Arabia” (Alonazi, 2017) investigates the roles of the teachers in promoting learner autonomy in Saudi EFL secondary school It made use of a survey questionnaire involving 60 EFL teachers at a secondary school in Saudi Arabia Findings reveal that teachers play important roles in promoting learner autonomy, such as facilitator, counsellor, resource, and manager Some difficulties faced by teachers in promoting learner autonomy are learners’ lack of independent learning skills, rules and regulations applied in schools, and teachers’ lack of basic strategies to encourage autonomous learning Teachers provide some suggestions on several approaches to overcome the difficulties, such as teachers’ continuous reflection and analysis of their own teaching process, reducing the school rules that restrict the teachers’ independence, and offering teachers with professional development programs on learner autonomy After all, the researcher recommends that teachers should provide learners with choices and opportunities to make decisions about their own learning Also, teachers should help learners develop learning skills and strategies, as well as support learners emotionally and socially.
El-mahjoub (2014) conducted an ethnographic reseach called “An Ethnographic Investigation into Teachers’ and Learners’ Perceptions and Practices in Relation to Learner Autonomy in a Secondary School in Libya” The research aimed to explore how teachers and learners perceive and practice their roles in relation to learner autonomy at a secondary school in Libya, a context that is often claimed to be inappropriate for learner autonomy The research used ethnographic methods, employing interviews and observations, to collect and analyze data from
12 teachers and 48 learners The research revealed that teachers and learners generally appreciated the modes of collaboration and negotiation in learning and held positive attitudes towards learner autonomy However, the research also identified some challenges and constraints that affected the implementation of learner autonomy, such as curriculum requirements, assessment methods, classroom management, cultural norms, and lack of resources and training The research
15 contributed to the knowledge and understanding of learner autonomy in a specific context and setting that is often overlooked or misunderstood in the literature The research also provided some implications and recommendations for language teaching and learning, such as raising awareness of learner autonomy, providing learner training, adapting teaching methods, enhancing teacher development, and involving stakeholders.
A case study “Teachers’ Roles in Enhancing Learner Autonomy — A Case Study in Speaking and Listening Classes at FELTE, VNU-ULIS” by Pham (2017) investigated university teachers’ roles and strategies in enhancing learner autonomy in EFL classes The study applied the triangulation of data, including questionnaires, class observation, and interviews, for more reliable results Findings from the teacher side showed that the teachers were well aware of their primary roles in enhancing learner autonomy, the most significant of which are inspirator, resource supplier, and facilitator However, results gained from class observation revealed a mismatch between teachers’ perceptions and practices of their roles, as the teachers mainly performed the roles of guide, facilitator, and organizer more than inspirator and resource supplier as perceived earlier A second key result from the Pham’s (2017) research is that the teachers applied multiple forms of strategies to foster their learners’ autonomy, including encouraging them to speak as much English as possible, creating a relaxing and active atmosphere to learn English, raising awareness of learner autonomy and roles in fostering this ability The researcher suggested future studies in different English teaching contexts.
Another piece of research in the field is named “Learner Autonomy — Practices Used and Challenges Encountered by EFL Teachers in Fostering Learner Autonomy at Tertiary Level” by Le & Huynh (2019) The study focused on teachers’ roles, strategies, and challenges in fostering learner autonomy in a university’s EFL classes Findings confirmed a shift in teachers’ roles in the classroom, from “the ultimate authority and the maker of all the decisions related to learning” (p.138) to the facilitators of students’ learning They practiced their roles
16 by organizing responsibility-informing activities and in-class activities The students were provided with opportunities to set their own learning objectives, identify appropriate learning strategies, and be supported in reflection on their learning process In classrooms, the teachers apply various strategies to foster learner autonomy, including explaining learning purposes and significance, giving clear instructions and deadlines for assignments, arranging group presentations, writing exercises, and public speaking The teachers also offered the students feedback in a positive and supportive way, encouraged them to make decisions, employed different assessment techniques, assisted their students in solving problems, pointed out their strengths and weaknesses, and gave them advice on how to learn English better Besides the teachers’ strategies, challenges faced during _ their implementation were also discovered Firstly, constraints related to students were their lack of knowledge and skills for autonomous learning, low level of intrinsic motivation, and English proficiency, which resulted in their dependence on teachers’ instructions and decisions Secondly, related to the teachers, findings showed that few of them encountered challenges since they saw themselves as already autonomous in teaching and aware of pedagogical knowledge of learning strategies. Thirdly, many problems could be seen regarding the teaching and learning contexts. Some to be reported were the lack of professional development workshops on both teacher and learner autonomy, shortage of resources and extra materials, and limited allotted time for English modules Others to be mentioned were insufficient technology, the faculty’s rules and regulations that hindered teachers’ freedom in making choices and decisions, and the prescribed syllabus and materials that hindered the teachers’ creativeness However, the study has some limitations, such as the small sample size and the lack of data triangulation.
While previous researchers have extensively explored teachers’ roles and challenges in fostering learner autonomy, there still exists a fertile field that this research aims to address.
Firstly, there has been limited exploration of teachers’ roles and challenges in EFL blended-learning contexts A lot of existing studies put the focus on traditional classroom and online learning settings, hence a huge gap in the literature regarding the specific nuances of fostering learner autonomy within the context of EFL blended-learning classes Investigating the integration of technology and its impact on teachers’ roles and challenges in forming their students’ autonomy in a blended setting could contribute valuable insights.
Secondly, some previous studies have identified a discrepancy between teachers’ perceptions and actual practices Pham (2017); however, not many researchers have confirmed or opposed this conclusion Therefore, a research on both teachers’ perceptions and practices, followed by a comparison to see the alignment or disalignment, is required for better understanding of the situations, as well as to explore the similarities and differences between educational contexts.
Lastly, while existing literature provides valuable insights into general trends and principles, the reviewed studies employed the survey research design or the ethnographic research, not many of previous research employed case studies The lack of case study research hinders our ability to explore the intricacies and contextual nuances that influence teachers’ perceptions and practices of their roles, as well as the challenges they face Therefore, this study aims to use a multiple case study to obtain detailed insights into specific cases so that complete understanding of teachers’ roles and challenges in fostering learner autonomy can be achieved.
In this chapter, the research methodology employed in investigating teachers’ roles and challenges in fostering learner autonomy in EFL blended- learning classes is outlined The chapter delineates the chosen research design, research context and participants, data collection methods, and data analysis procedures By carefully detailing the methodology, the researcher provides a clear explanation of the processes involved in gathering and interpreting data.
This study aims at obtaining insights into the intricacies surrounding teachers’ roles and challenges in fostering learner autonomy within the realm of EFL blended- learning classes at a college in Hanoi To achieve its goals, the study seeks to answer the following research questions:
1) How do college teachers perceive learner autonomy and their roles in fostering learner autonomy in EFL blended learning classes?
2) How do college teachers practice their roles in fostering learner autonomy in EFL blended learning classes?
3) What challenges do college teachers encounter in fostering learner autonomy in EFL blended learning classes?
This study was carried out to investigate the college teachers’ perceptions and practices of their roles in fostering learner autonomy in EFL blended-learning classes Also, it sought to explore the challenges faced by college teachers in their practice.
To achieve stated goals, the researcher employed the design of a case study for the present research A case study is the study of one case (Nunan, 1992), in which researchers put their attention on “a single entity, usually as it exists in its naturally occurring environment” (Johnson, 1992, p.75) A case study is needed to conduct
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This chapter provides a comprehensive overview of the data analysis based on the four cases, revealing patterns, insights, and key observations that emerged during the study The findings reveal critical aspects of teacher perceptions and practices of their roles, as well as the challenges they face, offering a deeper understanding of the complexities within the examined context.
This study seeks to gain insights into the intricacies surrounding teachers’ roles and challenges in fostering learner autonomy within the realm of EFL blended-learning classes at a college in Hanoi The overarching goal is to contribute to a nuanced understanding of the teachers’ perceptions of their roles, their actual practices of roles and obstacles they encounter in this specific context In pursuit of this objective, three central research questions guide the inquiry.
1) How do college teachers perceive learner autonomy and their roles in fostering learner autonomy in EFL blended learning classes?
2) How do college teachers practice their roles in fostering learner autonomy in EFL blended learning classes?
3) What challenges do college teachers encounter in fostering learner autonomy in EFL blended learning classes?
Through a systematic exploration of the results, this chapter aims to contribute valuable knowledge to the existing literature on learner autonomy in EFL blended- learning environments.
4.1 Teachers’ perceptions of learner autonomy and teacher roles in fostering learner autonomy in EFL blended-learning classes
Tl had a fairly comprehensive understanding of the concept “learner autonomy” She perceived learner autonomy as a crucial component of language
RESULTS AND MAJOR FINDINGS
Teachers’ perceptions of learner autonomy and teacher roles in fostering
Tl had a fairly comprehensive understanding of the concept “learner autonomy” She perceived learner autonomy as a crucial component of language
30 learning, as she believed that it was learners, not the teacher, who decided the effectiveness of the learning process Though she was “not really sure” if she understood the concept correctly, she found it familiar and had always been trying to foster learner autonomy among her college students In her interview, T1 said,
“For me, learner autonomy is when students play an active role in the learning process where they are actively engaged in in-class and out-of-class activities so that they achieve their learning goals.” (TI-I1)
T1 also agreed that students are not born autonomous; instead, they need a lot of guidance and support to gain learner autonomy She referred to Vygotsky’s social development theory as the foundation for fostering learner autonomy, according to which a child’s cognitive development and learning ability could be and should be guided and mediated by their social interactions with their families, friends, teachers, classmates, groupmates, and other people that had a close knit with them in their daily life She particularly emphasized the importance of families and friends in the development of learner autonomy In her viewpoint, a student whose parents and/or friends are autonomous in study and/or life will tend to have a higher degree of learner autonomy.
However, T1 appeared to understand autonomy as students’ engagement with pre-structured tasks rather than self-directed learning In her view, Tl saw the students’ responsibilities as complying with class regulations, attending actively, and taking primary responsibility for learning In her reflection, T1 wrote,
“My class rules require students to comply with the class regulations, complete the learning tasks assigned by the teacher, attend school fully, and actively participate in learning activities Students have to be proactive and self-aware in their self-study at home and to take primary responsibility for their own learning.” (T1-R)
Regrading teachers’ roles, T1 had a nuanced understanding of the teacher’s multifaceted roles in fostering learner autonomy The identified roles were facilitator, guide, companion, supporter, and activity moderator.
Firstly, as a facilitator, T1 recognized the importance of providing a structured and conducive space for learning This role suggested T1’s intention to guide and assist students in navigating their learning journey, emphasizing the collaborative nature of the learning process In her self-reflection, T1 stated her aim is “to provide a structured and supportive space that encourages students to take charge of their learning journey” (T1-R).
Secondly, T1 positioned herself as a guide This role extended beyond traditional teaching methods, indicating TI”s commitment to steering students toward autonomy By assuming the role of a guide, Tl emphasized the need for guidance and support, aligning with the principles of fostering self-directed learning She then explained in her interviews,
“Most of the students themselves do not have specific plans for each lesson, and their time management skills are really poor; therefore, the teacher still needs to provide them with specific guidance and remind the students of their assigned tasks after each session in the zalo group” (TT-12).
Additionally, Tl saw herself as a companion This role signified T1’s acknowledgment of the emotional and social aspects of the learning experience, which in some ways agreed with the facilitator role By being a companion, T1 aimed to create a sense of mutual trust and understanding, fostering a positive and inclusive learning atmosphere.
Furthermore, T1 identified herself as a supporter This role emphasized T1’s commitment to providing assistance and encouragement T1’s recognition of the need for support aligned with the understanding that autonomy did not mean isolation but rather required a network of support to thrive This role seems to align with the role of a companion.
Moreover, T1 perceived herself as the moderator of class activities This role underscored T1’s active involvement in guiding and moderating various learning activities within the class, ensuring a balanced and effective learning environment. She saw herself in the role of moderating class discussions so that they went in the
32 right direction and achieved the expected results T1”s perception added a new role to the existing perceived roles in the current literature of teachers’ roles in fostering learner autonomy.
Case 2 T2 exhibited a basic understanding of learner autonomy and actively perceived her roles in fostering learner autonomy in EFL blended learning classes.
T2 perceived learner autonomy as students’ being involved in making decisions, setting goals, and actively participating in various learning activities inside and outside the class Her perception was aligned with the principles of creating an interactive and engaging learning environment.
Besides, teacher’s roles in fostering learner autonomy identified by T2 included a guide, a facilitator, a supporter, a resource provider, and an innovator.
Firstly, T2 saw herself as a facilitator, emphasizing the importance of creating a supportive and engaging learning space In her view, teacher’s role involved not only providing content but also fostering an environment that encouraged students to take an active role in their learning T2’s recognition of the need for an interactive and collaborative atmosphere indicated an understanding of autonomy as a shared responsibility between the teacher and the learners In her reflection, T2 wrote,
“T believe in a dynamic role for teachers and students in the classroom, where the teacher guides and facilitates learning, but students take an active role in their education However, I haven † explicitly discussed these roles with my students Besides, one-on-one interactions with students after school, whether online or offline, are valuable for providing personalized support and guidance These interactions can help address individual needs and provide additional practice opportunities.” (T2-R)
She also expressed her desire for a more open and supportive environment where her students would feel more comfortable expressing their opinions and seeking assistance.
Secondly, T2 positioned herself as a resource provider By supplementing the
33 prescribed textbook with additional materials such as videos and quizzes tailored to diverse learning styles, T2 acknowledged the significance of varied resources in supporting autonomy This role reflected an awareness of the need to cater to different preferences and learning approaches, showcasing T2’s commitment to facilitating a personalized learning journey She explained in her interview,
DISCUSSIONS LH HH nhàng hư 63 5.1 Main 00
Teachers’ perceptions of learner aUfOTIOTT - - 5 + sveeeesessesee 64 5.1.2 Teachers’ perceptions of their roles in fostering learner autonomy 65 5.1.3 Teachers’ actual practices of their roles in fostering learner autonomy in EFL blended learning CẽASS€S . -. G13 311192101 139301 19 10 19 11 91H HH 68 5.1.4 Challenges encountered by college teachers in fostering learner autonomy in EFL blended learning €ÌSS€S - 6 5 S5 1119 TH HH TH Hàng Hy 70 5.2 New contributions to the existing ẽIf€TafUT€ - - 525 + **ssksesererserere 72 CHAPTER 6: CONCLUSIONS LH HH HH rưy 74
Across all cases, there is a shared recognition of learner autonomy as a crucial component of language learning Teachers, in general, perceive learner autonomy as students actively participating in and taking charge of their learning process This aligns with the idea that students should be empowered to make decisions, set goals, and engage in various learning activities, both inside and outside the classroom The emphasis on Vygotsky’s social development theory, as noted by T1, highlights the importance of social interactions in shaping learner autonomy.
However, variations exist in the depth of understanding of learner autonomy. While T1 and T4 stress the importance of students complying with class regulations and actively participating, T2 and T3 delve deeper, acknowledging the need for students to be involved in decision-making, goal-setting, and exploring the language for themselves This discrepancy suggests differing perspectives on the level of student agency and self-directedness required for autonomy.
This understanding of learner autonomy is in agreement with results obtained from previous studies, in which teachers from different educational contexts with different targetted learners acknowledged the basics of learner autonomy and perceived the importance of fostering learner autonomy among their students within their learning contexts (El-mahjoub, 2014, Pham, 2017, Alozani, 2017, Le & Huynh, 2019) Additionally, data obtained from T1 contributed new ideas to teachers’ previously reported perceptions of learner autonomy, which highlighted the essential roles and enormous impacts of family and other social interactions on the formation and development of learner autonomy That is, learner autonomy can be fostered not only inside schools but, more importantly, at home and outside schools, among their dearest and closest people.
Results gained from the four cases also confirmed that more years of experience in teaching EFL had little relation to in-depth understanding of learner
64 autonomy and teachers’ roles in fostering learner autonomy, which has not been mentioned in previous research in the field It can be concluded that a teacher’s knowledge and understanding of learner autonomy depends largely on how much time and effort he or she spends on doing research, undergoing training, and putting into daily practice the theories related to learner autonomy Without frequent learning and training, teachers cannot be fully aware of and well-informed about the concept of learner autonomy.
5.1.2 Teachers’ perceptions of their roles in fostering learner autonomy
The identified roles of teachers in fostering learner autonomy vary across the cases, showcasing the multifaceted nature of the teacher’s responsibilities The common roles identified include facilitator, guide, companion, supporter, counsellor, resource provider, evaluator and feedback provider, motivator, collaborator and innovator.
A facilitator and guide: All four teachers recognize the importance of providing a structured and supportive learning environment The facilitator role, in particular, emphasizes the intention to guide and assist students in navigating their learning journey The guide role extends beyond traditional teaching methods, emphasizing the need for guidance and support in steering students toward autonomy.
A companion and supporter: TT and T3, through the roles of companion and supporter, acknowledge the emotional and social aspects of the learning experience This highlights the significance of building a positive and inclusive learning atmosphere, fostering mutual trust and understanding This role aligns with the psycho-social aspect of a facilitator role when referred to the framework by Voller (1997).
A counsellor: All four teachers perceive themselves as a counsellor in assisting students to gain learner autonomy They believe their role is to provide learners with one-to-one interaction, guidance and consultation, showing willingness to assist learners when they have difficulties These findings are similar
65 to those from previous research, in that the role of the teacher as a counselor shares core principles across both traditional and blended-learning EFL classes, emphasizing emotional support, individualized attention, and motivation building (El-mahjoub, 2014, Pham, 2017, Le & Huynh, 2019) However, the context of blended learning introduced unique aspects of a counselor whose role could extend beyond face-to-face sessions.
A resource provider: T2 introduces the role of an innovator, emphasizing the need for teachers to stay updated on educational advancements and adopt innovative strategies The resource provider role, identified by T2, emphasizes the importance of varied resources in supporting autonomy, catering to different learning styles When compared to traditional EFL classes, a big difference could be recognized In conventional EFL classes, teachers perceived themselves typically responsible for delivering course content and materials within the class (El- mahjoub, 2014) and organizing responsibility-informing activities and in-class activities (Le & Huynh, 2019) In contrast, the findings of this study highlighted the importance for teachers to curate a range of additional materials and provide guidance to students on relevant online resources, which aimed at empowering the students to explore the materials independently.
An evaluator and feedback provider: T4 introduces the roles of evaluator and coordinator of learning activities, underscoring the importance of assessing student progress, providing constructive feedback, and actively engaging in the design of learning activities.
A motivator: T4 emphasizes the teacher’s role as a motivator, highlighting the responsibility to boost students’ intrinsic and extrinsic motivation This aligns with the broader goal of fostering learner autonomy by encouraging self-directed engagement.
A collaborator: T3 positions herself as a collaborator, involving students in decision-making and considering them as contributors to the success of class activities This collaborative approach supports autonomy by giving students a
66 sense of ownership in their learning journey.
An innovator: T2 acknowledges of the need for the teachers to keep learning and adapting unceasingly She emphasizes that fostering learner autonomy required staying updated of educational advancements and adopting innovative strategies, therefore, teachers are required to upgrade their own knowledge and skills so that they are able to assist their students in the process of developing learner autonomy.
When compared to previously reported teachers’ roles, similarities and differences arise As mentioned in the literature review, researchers and educators have discovered different roles perceived by teachers in a variety of educational contexts with various targetted learners at different points in history (Little, 1991, Barnes, 1976, Wright 1987, Voller, 1997, Xu & Xu, 2004, Xu, 2015, El-mahjoub,
2014, Pham, 2017, Alozani, 2017, Le & Huynh, 2019) Results gained from this present study align with those in previous ones in the way that teachers perceive their roles as a facilitator and guide, a companion and supporter, a resource provider, an evaluator and feedback provider, an organizer and moderator of learning activities, and a motivator.