The teacher's role in the autonomous learning: the students’ perspective and its relation to their academic outcomes

Authors

  • Lorena Beatriz Pérez de Cabrera Don Bosco University

DOI:

https://doi.org/10.5377/dialogos.v1i11.15588

Keywords:

Autonomous Learning, Teacher’s Role, Academic Performance, Grades

Abstract

This research analyzes the BA in Languages freshmen’s viewpoints on the teacher’s role inside the autonomous learning  framework. 167 students were surveyed and a database containing their semester grades was created. The results show that even though from the students’ viewpoint the teacher’s role is still mostly conventional, there exist dispositions to taking more authorship in their own learning process. In addition, the results show a significant relation between the students’ grades and those activities performed autonomously not so with those performed for the teacher’s request. 

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Author Biography

Lorena Beatriz Pérez de Cabrera, Don Bosco University

Professor at the School of Languages of Don Bosco University. Master's Degree in Teaching English to Speakers of another language by the University of Michigan

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Published

2023-01-30

How to Cite

Pérez de Cabrera, L. B. (2023). The teacher’s role in the autonomous learning: the students’ perspective and its relation to their academic outcomes. Diá-Logos, (11), 45–62. https://doi.org/10.5377/dialogos.v1i11.15588

Issue

No. 11 (2013)

Section

Artículos

License

The articles published in this number may be freely reproduced as it is done for academic purposes, provided the source is acknowledged. Reproduction in magazines or other media, or when done for commercial purposes, whether whole or in part and by any mechanical or electronic means, must be requested in writing, and also authorized in writing by the Editorial Universidad Don Bosco or the author.