Abstract
This chapter gives an overview of learner autonomy perceptions in the MENA region context, addressing misconceptions and portraying learners in relation to their capacity and penchant for individualisation and autonomy but within an environment that respects their culturally adopted concepts of collectivism and inter-dependence. Using findings from the explorative research conducted in Omani HEIs, the chapter identifies characteristics of learner autonomy specific to Omani learners and re-defines learner autonomy accordingly. The chapter equally addresses negative attitudes and resistance to autonomy which emerge as major issues that have always accompanied the development of learner autonomy.
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Notes
- 1.
See, for example, Dornyei (2005), Yang (1999) and Yashima et al. (2004).
- 2.
The model of RC they developed was based on a number of earlier models, such as Culture Circles, Literature Circles. Brown and Hayes (2000) propose the Professional Reading Groups (PRG) and Journal Clubs (JCs), and, as a later development, Professional Reading Circles (PRCs) where a group of learners meet to research and discuss particular problems or issues.
- 3.
The management of Majan College (University College), Muscat, Oman.
- 4.
See Holec’s (1983) Distinction between self-directed learning (a desired learning situation or behaviour) and learner autonomy (concept that refers to the capacity of the learner for autonomous learning).
- 5.
This distinction was largely accepted in the literature. See Benson (2001, 2007) and Little (1991).
- 6.
See Benson (2001) for an overview of different pedagogical approaches, Lambert (2001) for an interesting profile of the 21st century learner and Dam (1995) for an account of innovative classroom practice.
- 7.
See also Benson and Voller (1997), Little (1997), Champagne et al. (2001) and Cotterall (2000).
- 8.
See Benson and Voller (1997) and Pennycook (2001).
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Blidi, S. (2017). Learner Autonomy and the MENA Region Context. In: Collaborative Learner Autonomy. Springer, Singapore. https://doi.org/10.1007/978-981-10-2048-3_2
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DOI: https://doi.org/10.1007/978-981-10-2048-3_2
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