THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

scholarly journals The Implementation of Communicative Language Teaching in English Practice

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Arini Sabrina
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Focal Points ◽  
English Teaching ◽  
English As Foreign Language ◽  
Efl Context ◽  
Scientific Approach

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.

English Pragmatics in Ecuador

2017 ◽  
Vol 7 (9) ◽  
pp. 723
Author(s):  
Gerardo E. Heras Urgilés ◽  
Jean-Paul Jara Villacreces
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Language Learner ◽  
Public High School ◽  
Research Project ◽  
High School English ◽  
English Teaching ◽  
English Curriculum

Research has revealed that developing the pragmatic ability is a key element for any second or foreign language learner. The present paper aims to shed some light on the issue of pragmatics as part of English teaching and learning in the context of Ecuador. This paper is part of a research project that will involve public high school English teachers of Cuenca, Ecuador. After extensive research, it has been found that even though pragmatics is now part of the new English curriculum in this country, research in this field of linguistics is almost nonexistent.

scholarly journals Perceptions and Challenges of CLT in EFL Classes - Possible Research in Afghan Tertiary EFL Context

2019 ◽  
Vol 8 (5C) ◽  
pp. 1159-1164
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
The Real ◽  
English Teaching ◽  
Efl Context ◽  
Subsequent Investigation

A great deal of research has been conducted regarding Communicative Language Teaching (CLT) in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, including in Afghanistan. However, the real status of CLT employed in Afghan context is vague due to the lack of sufficient studies. The aim of this paper is to present a review on CLT in various EFL contexts in general and on the perceptions and challenges in the implementation of CLT in Afghanistan for the purpose of identifying gap for a subsequent investigation of CLT in the country. The results show that there are still many areas that need to be examined in the Afghan EFL setting to improve the quality of English teaching and learning in Afghan universities.

scholarly journals Language Learner Autonomy: The Beliefs of English Language Students

2020 ◽  
Vol 6 (2) ◽  
pp. 133-142
Author(s):  
Istanti Hermagustiana ◽  
Dian Anggriyani
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
Classroom Context ◽  
Efl Students ◽  
Language Students

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467

scholarly journals Establishing Learner Autonomy in China’s Universities through Achievement Presentation

2017 ◽  
Vol 8 (3) ◽  
pp. 588
Author(s):  
Haiyan Liu ◽  
Wenqian Qi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Learning Ability ◽  
Specific Class ◽  
Autonomy Development ◽  
Class Context ◽  
Made In

Learner’s role in learning a foreign language has been paid more and more attention in the recent years and learner autonomy is widely recognized as an educational goal. How to integrate teaching with developing learner autonomy has become a hot topic in the educational reform. However, few researches have been made in China’s specific class context. The extension learning achievement presentation (ELAP) activity conducted in two of China’s universities is such an exploratory practice. Based on the theory of learner autonomy and the characteristics of university students, the ELAP is designed to make an integration of students’ learning both in and out class so as to promote the simultaneous development of autonomous learning and language use abilities. The combination of classroom teaching with students’ out class learning enables the foreign language learning to become a process of learner autonomy development. In the process of sharing each other’s achievements, the students deepen their understanding of the knowledge learned and widen their horizon. The result of quantitative and qualitative data analysis reveals that the ELAP has greatly stimulated the students’ enthusiasm in learning. They have undertaken reflective learning, made a better understanding of their learning methods and process, and raised their autonomous learning awareness and ability. And the teachers’ orientation in helping shift the students’ learning concept and methods has been proved to be the major affecting factor to success or failure of the ELAP and the cultivation of students’ autonomous learning ability.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

scholarly journals Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems

2020 ◽  
Vol 15 (1) ◽  
pp. 1-9
Author(s):  
Muhammad Badrus Sholeh
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Task ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
Efl Context ◽  
Definition Of ◽  
And Task

A variety of approaches exist in foreign language teaching and learning; Task-based Learning (TBL) is one of them. It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learning in teaching English dealing with the benefits and problems in implementing this approach in Indonesia. This paper seeks to review Task-based Learning (TBL), covering the definition of ‘task’ and Task-based Learning (TBL), the characteristics and stages of TBL, the teacher and students’ roles in Task-based Learning, and also the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learning in Indonesia.

scholarly journals Using Vocabulary Apps to Enhance Students’ Vocabulary Knowledge

2018 ◽  
pp. 306-323 ◽  
Author(s):  
Christian Ludwig
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Handheld Devices ◽  
Small Scale ◽  
Computer Assisted ◽  
School Students ◽  
The Impact

The fast and increasingly natural adoption of handheld devices such as smartphones and tablets into everyday life is a rapidly growing social phenomenon which is also believed to have vast potential for foreign language learning. The small-scale study presented in this article contributes to the discussion of whether handheld devices should be further integrated into or eliminated from the classroom by presenting part of the results of a small-scale study conducted in a German secondary English as a foreign language classroom. The study examined the impact of a mobile vocabulary learning app on secondary school students’ vocabulary performance, also giving some indications about the students’ development of foreign language learner autonomy. Although the results of the study showed an unexpectedly limited use of the app, they allow assumptions to be made about the reasons which prevented students from using the app more frequently which can influence future researchers’ and practitioners’ app choices. The first section of this article briefly outlines the theoretical framework of the study, particularly focussing on the potential of computer-assisted and mobile-assisted language learning for enhancing students’ foreign language skills and learner autonomy. The ensuing section then provides some background on investigating students’ foreign language vocabulary learning. This is followed by a presentation of the research design, including the main features of the app (Socrative) used in this study. The next section then critically discusses some of the major research results. The contribution concludes by summarising some of the outcomes of the study and outlining some gaps for further research.

scholarly journals Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems

2021 ◽  
Vol 4 (2) ◽  
pp. 129
Author(s):  
Muhammad Badrus Sholeh
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Learning Task ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Teaching English ◽  
Advantages And Disadvantages ◽  
Efl Context ◽  
Definition Of ◽  
And Task

 A variety of approaches exist in foreign language teaching and learning; Task-based Learning (TBL) is one of them. It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learning in teaching English dealing with the benefits and problems in implementing this approach in Indonesia. This paper seeks to review Task-based Learning (TBL), covering the definition of 'task' and Task-based Learning (TBL), the characteristics and stages of TBL, the teacher and students' roles in Task-based Learning, and also the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learning in Indonesia. 

Sign in / Sign up

Export Citation Format

Share Document