The Use of Technology to Promote Learner Autonomy in Teaching English

Abstract

his study aimed at investigating EFL teachers’ perceptions of the use of technology to promote learner autonomy in teaching English. A focus group research was used as its design with qualitative analysis for data interpretation. The participants of the study were five English teachers who teach English as a foreign language in Indonesia. The data were collected from an online discussion forum and analysed through data reduction, data display for categorization, and conclusion. The study reveals that EFL teachers had positive perceptions of the use of technology in promoting learner autonomy in teaching English. Dealing with the use of technology in the teaching language classroom, the majority of teachers have already used technology such as the Internet, and some applications (Quizlet, Grammarly, English Central, Padlet, Mentimenter) with the potential for promoting learner autonomy. Moreover, the interviewed teachers reported that using technology in teaching and learning English in the classroom is not without constraints. The main problem is the limited internet connection. These results indicate that EFL teachers understand and are aware of technology to promote learning autonomy in teaching English.