ISSN: 2222-6990
Open access
Autonomous learning is the cornerstone in a student-centred learning approach. The practice of autonomous learning helps make the teaching and learning more engaging for learners. However, there are very little systematic studies that cover this topic. These systematic studies will explore teachers’ factors during the implementation of the autonomous learning approach and its respective representatives that covers the point of view from a teacher’s perspective. The study carried out aid in bridging the gap in order to encourage and promote autonomous learning in the teaching and learning environment. The use of the Systematic Review and Meta-Analyses (PRISMA) statement’s was applied in the reviewed methodology to ensure an organised screening and filtering process to obtain related materials or articles suitable for the study. A total of 40 articles are identified from reliable search engines, namely, GoogleScholar and Web of Science databases. The systemic studies covers teachers’ perceptions, teachers’ roles, teachers’ challenges and teachers’ strategies in the autonomous approach implementation. Most of the studies cover the teachers’ perceptions on both positive views and negative views toward autonomous learning. Teachers are able to embrace a student-centred approach with learners. Suggestions in the future should include students’ perceptions in order to utilise the autonomous learning approach to good use. A scrutiny study will cover students’ point of view.
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In-Text Citation: (Nii & Yunus, 2022)
To Cite this Article: Nii, A. T., & Yunus, M. M. (2022). Teachers’ Factors in Autonomous Learning During Language Learning: A Systematic Literature Review. International Journal of Academic Research in Business and Social Sciences. 12(5), 1408 – 1427.
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