This conflicting view of autonomy raises several pedagogical issues for future researchers.
Traditionally, a lot of autonomy is given to the settings and pedagogical staff, especially with regard to the interpretation and implementation of pedagogical approaches.
The discussion stresses the importance of combining technical aspects with pedagogical considerations, particularly with a view to promoting learner autonomy and a constructivist approach to language learning.
Hence, measures of the three self-system perceptions (hereafter, SSPs) of competence, relatedness, and autonomy give information about whether the intended pedagogical aspects of the SciLG activities are actually received by students.
Thus, teachers should create a flexible learning environment, giving due consideration to peer interaction, learning motivation, pedagogical support and encouragement to help students develop their autonomy and retain an interest in learning.
For example, Huai-guo explained that the goal of the new policy was to provide teachers with greater autonomy in the classroom to empower them to make appropriate pedagogical decisions while using cooperative learning and inquiry-based teaching methods.
Even though a high degree of professional accountability to their students' academic performance limit their autonomy (Warwick, 2007), teachers provide inquiry learning opportunities to students by adjusting their pedagogical practices.
Building on earlier work, we were guided by a motivational model of science learning in the garden (see Fig. 2; Skinner et al. 2012), in which culturally relevant and supportive pedagogical contexts foster high-quality motivational experiences in the garden, that is, where students' needs for relatedness, competence, and autonomy are met and they are fully engaged in garden activities.
Pedagogical wall texts loom.
