scholarly journals Language Learning Sans Frontiers: A Translanguaging View

2018 ◽  
Vol 38 ◽  
pp. 33-59 ◽  
Author(s):  
Li Wei ◽  
Wing Yee (Jenifer) Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Analytical Approach ◽  
Work Experiences ◽  
Writing Systems ◽  
Self Directed Learning ◽  
Transdisciplinary Approach ◽  
Online Platforms ◽  
Directed Learning ◽  
Bilingualism And Multilingualism

ABSTRACTIn this article, we present an analytical approach that focuses on how transnational and translingual learners mobilize their multilingual, multimodal, and multisemiotic repertoires, as well as their learning and work experiences, as resources in language learning. The approach is that of translanguaging, which seeks to push the boundaries not only between different named languages but also between different modalities and across language scripts and writing systems. We base our arguments on a study of self-directed learning of Chinese via online platforms in the context of mobility and aim to demonstrate the transformative capacity of translanguaging. In doing so, we highlight the need for a transdisciplinary approach to language learning that transcends the boundaries between linguistics, psychology, and education, and in particular, the need to go beyond the artificial divides of the different modalities of language learning to strengthen the connections between research on bilingualism and multilingualism and research on language teaching and learning.

scholarly journals Integrating Multimedia ICT Software in Language Curriculum: Students’ Perception, Use, and Effectivenes

2014 ◽  
Vol 22 (1) ◽  
pp. 20 ◽  
Author(s):  
Nikolai Penner ◽  
Elzbieta Grodek
Keyword(s):  
Language Learning ◽  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Language Practice ◽  
Language Curriculum ◽  
Factors Affecting ◽  
Alternative Means ◽  
Information And Communication ◽  
Directed Learning

<span>Information and Communication Technologies (ICT) constitute an integral part of the teaching and learning environment in present-day educational institutions and play an increasingly important role in the modern second language classroom. In this study, an online language learning tool Tell Me More (TMM) has been introduced as  a supplementary tool in French and German first and second-year language university classes. At the end of the academic year, the students completed a questionnaire exploring their </span><em>TMM</em><span> usage behaviour and perception of the software. The survey also addressed aspects of the respondents' readiness for self-directed language learning. The data were then imported into SPSS and underwent statistical analysis. The results of the study show that 1) relatively few of today's university students are open to the idea of voluntarily using ICT for independent language practice; 2) grade, price, and availability of alternative means of language practice are the most important factors affecting the students' decision to purchase and use ICT software; 3) there is a relationship between the students' decision to buy and use ICT software and their readiness for self-directed learning.</span>

An Evaluation of a Student Resource Centre

1992 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Bob Courchêne
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Self Directed Learning ◽  
Pedagogical Innovation ◽  
Post Secondary ◽  
Frequency Of Use ◽  
Self Study ◽  
Directed Learning

The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals Challenges and Opportunities of Asynchronicity: Task-Based Approach After COVID-19

2021 ◽  
Author(s):  
Līga Beļicka ◽  
◽  
Tatjana Bicjutko
Keyword(s):  
Teaching And Learning ◽  
Research Question ◽  
Educational Process ◽  
Asynchronous Learning ◽  
First Year ◽  
Self Directed Learning ◽  
First Year Students ◽  
Challenges And Opportunities ◽  
Directed Learning ◽  
Professional Contexts

The fast transition to fully online studies due to the pandemic made the universities around the world question many of their accepted notions on teaching foreign languages in general and English for Specific Purposes (ESP) methodology in particular. Putting stress on the synchronous remote teaching and learning has proven to yield a reductionist perspective missing asynchronicity, the dimension which makes reconsider the whole educational process. With its shift from the sole focus on learning terminology to training skills in authentic professional contexts, the task-based approach has long excelled in meeting the diverse needs of students. Thus, the research question is how well task-based teaching (TBT) solves the problems raised with asynchronous learning in a university ESP course. The research of available literature on TBT yielded the framework for constructing an extended task applicable in the advanced medical English. The case study with 120 first-year students of medicine organised around an informational interview with health professionals demonstrated easy adaptability of the task to the asynchronous nature of the educational process. Personal observations by the course instructor, summaries of student-conducted interviews, and student written feedback proved the responsiveness of the method to the learners’ needs and the potential of the approach in terms of motivation. The emphasis on self-directed learning, however, threatens the systematicity of the acquired language skills, as a more controlled teaching environment would not allow “skipping” any learning step. Additionally, TBT does not solve the problem of the voluminous teaching load.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

scholarly journals Teaching Communicatively in a Classroom with Mobile-sourced Materials

2021 ◽  
Vol 12 (5) ◽  
pp. 23
Author(s):  
Rupert Walsh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Teaching ◽  
The Novel ◽  
Self Directed Learning ◽  
Shared Experience ◽  
Mobile Assisted Language Learning ◽  
Material Sources ◽  
Directed Learning ◽  
Student Reactions

Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners’ impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner’s own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play.

Drama in Education and Self-Directed Learning for Adults

2011 ◽  
Vol 17 (2) ◽  
pp. 64-79
Author(s):  
Athina A. Karavoltsou ◽  
Carmel O'Sullivan
Keyword(s):  
Adult Education ◽  
Teaching And Learning ◽  
Self Directed Learning ◽  
Drama In Education ◽  
The Arts ◽  
Education School ◽  
Shared Authority ◽  
Directed Learning ◽  
Motivation To Participate ◽  
Second Chance

Drama in Education (DIE), as an artistic and educational experience, is sufficiently evidenced in the literature as a dialogical, liberating practice of education. This article discusses a practitioner research project in a second chance adult education school in Greece, where the use of a DIE teaching and learning approach was explored in an environmental adult education module. Self-directed learning in this study referred to learner-control and was used to uncover how power relations are constructed through the micro-politics of the classroom. The primary aim of the study was to establish whether the use of a DIE approach could enhance learners' motivation to participate in classroom choices and decisions, and thus take greater control and responsibility for their own learning process. The results indicate that resistance occurred when the teacher delegated greater responsibility than the learners were equipped to handle. The article concludes by advocating an educational encounter of shared authority and vulnerability between teacher and learners when working in and through the arts.

Methodology for Knowledge Management and Self-Directed, Science Program Engineering Computing

2017 ◽  
pp. 63-81
Author(s):  
Marcos Levano
Keyword(s):  
Knowledge Management ◽  
Computer Science ◽  
Teaching And Learning ◽  
Learning By Doing ◽  
The Self ◽  
Science Program ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Generic Competences ◽  
Self Learning

The following chapter shows the development of a learning methodology used to validate self-directed learning generic competences and knowledge management in a competence-based model in the engineering computer science program of the Universidad Católica Temuco (UCT). The design of the methodology shows the steps and activities of the learning-by-doing process, as shown gradually in the learning results of the competence. The designed methodological process allows creating working schemes for theory-based teaching and learning, and also for practicing and experimenting. The problematology as controlled scenarios is integrated in order to answer problems in engineering, allowing the process of validation in the self-learning and knowledge management competences. Thus, the achievements in the results have allowed helping the teachers to use their learning instruments.

scholarly journals THE RELATIONSHIP BETWEEN LANGUAGE LEARNING STRATEGIES AND VOCATIONAL LEARNERS’ EFL PROFICIENCY

2020 ◽  
Vol 8 (2) ◽  
pp. 39
Author(s):  
Hilda _ Yustitiasari
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
English Proficiency ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Vocational College ◽  
Language Learning Strategy ◽  
Directed Learning ◽  
The Relationship

Abstract Language learning strategies (LLS) are perceived as tools for teacher to educate the learners behave self-directed learning. It also known, improving language proficient. In the case of vocational college students, they practically use self-directed learning in learning English outside classroom since they should pass the TOEFL test after the internship as the requirement of graduation. Hereby, this study identifies: (1) the frequently language learning strategy used by vocational college learners, (2) the relationship between language learning strategy and English proficiency, (3) the strategy used by learners which could predict learners proficient. The participant is 52 students of Politeknik Kota Malang in 2016- 2017 academic year which done the TOEFL test and willing to complete the Strategy Inventory of Language Learning (SILL). This study employed quantitative approach and correlational research as the research design to identify the relationship between variables. There are six strategies of language learning strategies by Oxford (1990) as the independent variables (predictors) and English proficiency (criterion) as the dependent variable. Therefore, multiple regression analysis employed in this study. The result showed that metacognitive strategy reported highly used by learners. While compensation, cognitive, social strategies reported medium used by learners. The low strategy used was affective and memory strategies. Although, language learning strategy cannot simultaneously predict the English proficiency there is one strategy that can be used to predict English proficiency, namely compensation strategy. Keywords: Language Learning Strategies, EFL Learners, English Proficiency.

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