Meeting Resistance: Autonomy, Development, and “Informed Permission” in Chiapas, Mexico

2003 ◽  
Vol 9 (1) ◽  
pp. 74-89 ◽  
Author(s):  
Jeanne Simonelli ◽  
Duncan Earle
Keyword(s):  
Autonomy Development

Learners' Autonomy Development in LSP Teaching

2020 ◽  
Author(s):  
Natalya Starostina ◽  
Olga Petrischeva
Keyword(s):  
Autonomy Development

Impact of inquiry-based English teaching through digital applications on primary schoolchildren's reading comprehension and autonomy in pandemic situation

2021 ◽  
Vol 5 (S3) ◽  
Author(s):  
Ekaterine Pipia ◽  
Irina Chikovani
Keyword(s):  
Academic Performance ◽  
Reading Comprehension ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Autonomy Development ◽  
Study Results ◽  
Before And After ◽  
Quantitative Manner ◽  
The Impact

Considering the urgency of integrating technologies in the contemporary classrooms, the aim of the presented study has been shaped to outline the impact of inquiry-based English language teaching through digital applications on primary learners’ reading comprehension and autonomy development during a pandemic outbreak of COVID-19. The research context has been designed in a quantitative manner to analyze experiment results and compare control and treatment group learners’ reading comprehension and academic achievement levels as well as to measure primary schoolchildren’s level of autonomy before and after the treatment. The subjects’ autonomy level, curiosity and interest in reading through digital applications before and after the experiment have been evaluated through pre and post-experimental questionnaires. Learning processes of two experimental and two control groups were compared to create four research contexts for the study. Discrepancy between inquiry-based teaching through a digital library and a traditional way of teaching reading has been emphasized in the study results. The obtained data has been analyzed using SPSS to compare the academic performance results. The study revealed that inquiry-based English language teaching through digital applications highly enhanced the primary learners’ academic performance in reading and increased their motivation level to study independently.

ENGLISH-MAJORED STUDENTS’ PERSPECTIVES ON THE FACTORS BOOSTING LEARNER AUTONOMY DEVELOPMENT

2020 ◽  
Vol 65 (12) ◽  
pp. 37-45
Author(s):  
Thao Tran Quoc ◽  
Dai Vo Quoc
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Data ◽  
Education Institution ◽  
Learner Autonomy ◽  
Ho Chi Minh City ◽  
Parental Factors ◽  
Related Factors ◽  
Autonomy Development ◽  
Major Factors

This paper presents the findings of a qualitative study exploring students’ perspectives on the factors boosting learner autonomy (LA) development. This study involved 393 English-majored students from a Ho Chi Minh City based higher education institution in answering open-ended questionnaires. The content analysis approach was used to analyze the qualitative data. The findings revealed that three major factors, viz. teacher-related factors, school-related factors and parental factors were believed to positively affect students’ LA emergence. However, research participants reckoned that teacher-related factors had a major role in boosting students’ LA development while school-related factors and parental factors played contributing roles in shaping students’ LA.

scholarly journals Learner Autonomy as an element in Chinese Education Reform: A Case of English Language Subject

2016 ◽  
Vol 9 (3) ◽  
pp. 33
Author(s):  
Jinjin Lu ◽  
Yingliang Liu
Keyword(s):  
Education Reform ◽  
Language Learning ◽  
English Language ◽  
Basic Education ◽  
Compulsory Education ◽  
Learner Autonomy ◽  
Ministry Of Education ◽  
English Curriculum ◽  
Autonomy Development ◽  
New Guidelines

<p>Enhancing students’ learning autonomy has been emphasized in the current round of English curriculum reforms by the Ministry of Education (MOE) in China. The initial aim of the new guidelines was developed to enhance students’ English proficiency to better fulfil their basic education (Nine-year compulsory education). However, up until now, very little is known about the quality of students’ basic education and their learner autonomy development. This paper uses the English language subject as a case to examine the relationship between the different locations of students’ attendance of their basic education and their learner autonomy development at university level. The result shows that secondary schools’ locations play a more important role in students’ learner autonomy development at university. A ‘Have A Go’ model is proposed to improve students’ transition between high schools and universities in the English language learning process.</p>

CHOICE AS A METHOD OF STUDENTS’ ACADEMIC AUTONOMY DEVELOPMENT

2018 ◽  
Author(s):  
Margarita Kaskova ◽  
Tatiana Dugina ◽  
Anna Zabolotskikh
Keyword(s):  
Academic Autonomy ◽  
Autonomy Development

Introduction: Supporting learners and educators in developing language learner autonomy

10.47908/8/i ◽  
2020 ◽  
pp. 1-7
Author(s):  
Michelle Tamala
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomy Development ◽  
The Social

This introduction sets the scene for the volume that explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. The author gives an overview of the chapters and notes that the findings pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept.

Personal Autonomy: Development of a NOC Label

2003 ◽  
Vol 14 (s4) ◽  
pp. 12-13
Author(s):  
Carol Caldwell ◽  
Dianne Wasson ◽  
Veronica Brighton ◽  
Lois Dixon ◽  
Mary Ann Anderson
Keyword(s):  
Personal Autonomy ◽  
Autonomy Development

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

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