The Study of Learner Autonomy in Foreign Language Learning in Big Data Era

2018 ◽  
Author(s):  
Cao Shaosen
Keyword(s):  
Big Data ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy

Saudi EFL Teachers’ Perspectives on Learner Autonomy

2017 ◽  
Vol 9 (5) ◽  
pp. 211 ◽  
Author(s):  
Fakieh Alrabai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Related Factors ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Perspectives ◽  
Frequency Counts ◽  
Method Approach

This paper reports the findings of a study that investigated the perceptions on learner autonomy of 136 English teachers in Saudi Arabia. Using a mixed-method approach that utilized a survey and an interview, teachers’ beliefs were explored considering their interpretations of the concept of learner autonomy and its role in foreign language learning, the sense of responsibility that those teachers have in helping their learners become autonomous, the extent to which they feel that their learners are autonomous, and the challenges that they face in promoting their learners’ autonomy. Descriptive statistics (i.e., frequency counts and percentages) were calculated to determine the study findings. These findings revealed that the teachers in this study conceptualized the construct of learner autonomy according to four main orientations: technical, psychological, social, and political; the teachers’ notions of learner autonomy were most strongly associated with the psychological orientation. These teachers also emphasized that they were responsible for their students’ learning, and they perceived their students as passive, dependent and lacking initiative. They further identified several factors related to the learner, the institution, and the teacher as barriers that challenge them in their facilitation of learner autonomy, with some Saudi learner-related factors being the teachers’ main challenges in this regard.

scholarly journals Autonomy in the transition from foreign language learning to foreign language teaching

2008 ◽  
Vol 24 (spe) ◽  
pp. 421-439 ◽  
Author(s):  
Phil Benson ◽  
Jing Huang
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Foreign Language Teaching ◽  
Teacher Autonomy ◽  
Professional Freedom ◽  
Learning Projects

This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching careers is proposed.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

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 Learner Autonomy and its Existing Practices: A Comparison between EFL Students of Various Disciplines in the Context of Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 596-608
Author(s):  
Ayesha Butt ◽  
Faisal Anis ◽  
Amna Yousaf
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Arts ◽  
Science Group ◽  
Efl Students

Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of his own learning and becomes more motivated and self-supportive towards the learning procedures. The present study explored the existing practices of EFL learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies. The sample of the study consisted of 104 university students from arts and science groups. The results indicated that the students of science group were using more autonomous learning strategies as compared to the arts group.

scholarly journals Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners

2019 ◽  
Vol IV (II) ◽  
pp. 41-49
Author(s):  
Ayesha Butt ◽  
Uzma Quraishi ◽  
Sameera Ayub Bhatti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Active Engagement ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Language Classrooms ◽  
Efl Students

Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.

scholarly journals Promotion of Student Autonomy in Learning the German Language. University Case Study

2020 ◽  
Vol 17 (1) ◽  
pp. 231-253
Author(s):  
Sidona Žvaliauskienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
German Language ◽  
Self Directed Learning ◽  
Student Autonomy ◽  
Language Class ◽  
Directed Learning ◽  
University Lecturers

SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.

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