2022 IJRSE – Volume 11 Issue 5
Available Online: 20 February 2022
Author/s:
Norouzi Larsari, Vahid
PhD Student in Education, Department of Pre-primary and Primary Education
Charles University, Prague, Czech Republic (vahid.larsari@gmail.com)
Abstract:
Promoting learner autonomy is considered as a vital concern to EFL learners, so far much attempt, and related to develop learner autonomy in various concepts. The present study aimed at examining the effect of Postmodernism and Modernism concepts on EFL learners. This study carried out in the course of study at high school in Iran. Accordingly, 60 learners, between 16 and 17 years old, randomly chosen from a larger participants of 80 EFL learners with respect to their achievement on Oxford Placement Test (OPT), attending high school in Iran. The selected participants have been assigned into two groups (i.e., postmodernism and modernism concepts, respectively). Each group involved 30 participants. Control group (n=30) usual teaching through modernism concepts, whereas experimental group (n=30) is exposed to postmodernism concepts. Over the course of this present study, the data was gathered through a pre-test, and post-test of learner autonomy questionnaire. The t-test statistical procedure utilized to the research question. The findings of the result showed that postmodernism concepts significantly performed better than the modernism concepts group in the learner autonomy. The results of this study showed that all those who are engaged in language teaching and learning can process to possess a better perspective into developing efficient instructions.
Keywords: autonomy, learners’ autonomy, postmodernism concept, modernism concept, Finch (2006)’s taxonomy
DOI: https://doi.org/10.5861/ijrse.2022.159
Cite this article:
Norouzi Larsari, V. (2022). A quantitative method study on Finch (2006)’s taxonomy in investigating students’ autonomy in modernism and postmodernism concepts: Which one promotes students’ autonomy in classroom? International Journal of Research Studies in Education, 11(5), 89-98. https://doi.org/10.5861/ijrse.2022.159