Foreign language learner autonomy in online learning environments: the teachers’ perspectives

With globalization, library educators should address culturally-sensitive instruction design and curriculum, particularly in online learning environments. Hofstede’s cultural dimensions and Bigg’s educational model provide frameworks for addressing cultural impact on library education. Specific techniques are suggested for handling language and online learning issues.Avec la mondialisation, les professeurs de bibliothéconomie devraient incorporer les différences culturelles dans leurs cours ainsi que dans le cursus, notamment en milieu d'apprentissage en ligne. Les dimensions culturelles de Hofstede et le modèle éducatif de Bigg offrent un cadre permettant de traiter de l'impact culturel sur l'éducation. Seront présentées différentes techniques pour aborder les questions de langue et d'apprentissage en ligne.

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THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

Globish: An English-Indonesian Journal for English, Education, and Culture ◽

10.31000/globish.v7i1.845 ◽

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

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

Relay Journal ◽

10.37237/relay/020219 ◽

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.

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