learner autonomy

This study explored the impact of critical pedagogy training for IELTS teachers on their students’ self-regulated learning. It also examined the relationship between students’ self-regulation and their IELTS performance, as well as how teachers implemented critical pedagogy principles in their classrooms. A mixed-methods research design was used, combining quantitative and qualitative approaches. 30 IELTS teachers and 150 learners from a language school in Tehran were recruited based on non-random convenience sampling technique. Teachers received training in critical pedagogy, after which learners completed a self-regulation questionnaire both before and after the intervention. Language proficiency was assessed using two official IELTS mock tests. Classroom observations and semi-structured interviews with teachers provided qualitative insights into instructional practices. Results showed that learners whose teachers received the training had significantly higher self-regulation scores post-intervention compared to a control group. A positive correlation was found between self-regulation and IELTS performance. Observations and interviews revealed that trained teachers used more dialogic, student-centered methods that promoted autonomy and reflective learning. The findings suggest that critical pedagogy training can effectively enhance both learner autonomy and exam preparedness. These results have implications for improving teacher education and classroom practices in high-stakes language testing environments.

This study rigorously investigates the impact of portfolio self-assessment on the enhancement of English language skills among pre-intermediate English as a Foreign Language (EFL) learners. A quasi-experimental design was employed, comprising a sample of 64 male students, aged between 12 and 15 years, drawn from two intact classes at the Dolat and Mellat Language Institute in Gilan, Iran. The participants were systematically divided into two groups and engaged in a 12-week instructional program: the experimental group (n = 31) was subjected to portfolio self-assessment, whereas the control group (n = 33) adhered to conventional assessment methodologies. To evaluate language proficiency, the American English File 2 Test was administered as both a pre-test and a post-test. The analytical approach consisted of descriptive statistics, Shapiro-Wilk normality tests, paired and independent samples t-tests, and effect size calculations. The analysis of the data revealed that the experimental group demonstrated a statistically significant superiority over the control group in language proficiency, as evidenced by the results (t (62) = 9.920, p < .001, r = .61) across all assessed language skills. Notable were the substantial effect sizes observed in reading (r = .76), listening (r = .34), and writing (r = .27). These findings underscore the efficacy of portfolio self-assessment as a learner-centered strategy that enhances language proficiency, fostering metacognitive awareness. The research highlights the need to integrate reflective assessment methods into EFL pedagogy and calls for further investigation into their long-term implications.