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Browsing Masters by Subject "linguo-coaching, EFL teaching, teacher perceptions"
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Item Open Access EFL Teachers’ Perceptions of Linguo-coaching(2024) Palmanova A.The purpose of this study is to explore EFL teachers’ perceptions of linguo-coaching as an approach to teaching adult learners in Kazakhstan, focusing on its advantages and challenges. The study involved 11 EFL teachers working at universities, private language schools, and as independent tutors. A qualitative research design was employed, utilizing semi-structured interviews to gather in-depth insights into the participants’ experiences and reflections. Data were analyzed thematically to address the research questions. The findings indicate that linguo-coaching offers significant benefits, including enhanced learner autonomy, motivation, and personalized learning. Participants highlighted the effectiveness of tools such as the GROW Model and the language wheel in facilitating goal-setting and reflective practices, fostering self-directed learning among adult learners. However, challenges such as limited teacher training, institutional constraints, and resource limitations were also identified. Teachers emphasized the need for professional development programs to equip them with the competencies necessary for implementing linguo-coaching effectively. This study contributes to the growing body of literature on linguo-coaching by providing insights into its application in the EFL context of Kazakhstan. It highlights the potential of linguo-coaching to transform traditional language teaching methodologies while addressing barriers to its integration. The findings have implications for educators, policymakers, and researchers seeking to modernize language teaching practices. Future research could expand on this study by including learner perspectives and exploring the longterm impact of linguo-coaching on language proficiency.