Independent Educational Activity of Bachelors of Linguistics as Basis of Innovative Process of Self-Training To the Foreign Language

2018 ◽  
Vol 7 (6) ◽  
pp. 47-52
Author(s):  
О. Рожкова ◽  
O. Rozhkova ◽  
И. Демидова ◽  
I. Demidova
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Academic Competence ◽  
Learner Autonomy ◽  
Educational Activity ◽  
Self Directed Learning ◽  
Student Centered ◽  
Innovative Process ◽  
Self Study ◽  
Directed Learning

The article deals with the issues related to the independent educational activity of bachelor studentsmajoring in Linguistics, namely, the pedagogical conditions for self-study(learner autonomy and autonomous/ self-directed learning), academic competence, the creation of student centered programs, accounting of the components of educational autonomy. In addition, a review of the scientific literature on the phenomenon under study is also being conducted.

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.

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 Online Graduate Student Perceptions of Program Community

2019 ◽  
Vol 16 ◽  
Author(s):  
Craig Shepherd ◽  
Doris Bolliger
Keyword(s):  
Online Education ◽  
Student Perceptions ◽  
Learning Process ◽  
Online Course ◽  
Self Directed Learning ◽  
Student Centered ◽  
Student Centered Learning ◽  
Course Content ◽  
E Learning ◽  
Directed Learning

Facilitating an online course in today’s student population requires an educator to be innovative and creative and to have an impactful online presence. In the current online learning environment (also known as e-learning), keeping students’ thoughtfully engaged and motivated while dispensing the required course content necessitates faculty enabling a safe, nonjudgmental environment whereby views, perspectives, and personal and professional experiences are encouraged. The educator must exhibit an educator-facilitated active, student-centered learning process, whereby students are held accountable for their active participation and self-directed learning while balancing a facilitator role to further enhance the learning process. This article explores one educator’s reflective practice process that has been developed over numerous years as a very early adopter of online education. It will explore the organizational aspect of teaching-facilitating a dynamic robust online course.

scholarly journals Library Usage by the Medical Students of a Tertiary Medical College in Chattogram

2020 ◽  
Vol 19 (1) ◽  
pp. 38-42
Author(s):  
Maliha Ata ◽  
Rozina Hoque ◽  
Asma Mostafa ◽  
Happy Rani Barua
Keyword(s):  
Medical Students ◽  
Daily Basis ◽  
Self Directed Learning ◽  
Cross Sectional ◽  
Medical College ◽  
Self Study ◽  
Directed Learning ◽  
The Impact ◽  
Medical Student Learning ◽  
College Library

Background: The medical college library plays an important role in enhancing theacademic achievements of medical students. In order to improve the quality oflibrary services this study provided an assessment of the impact of the libraryservices on undergraduate medical student learning behavior. Materials and methods: This was a cross-sectional descriptive type of study. Thestudy used a self-designed questionnaire. The study sample was 200 undergraduatemedical students. The questionnaire was administered to them at the end of theirlecture class. Results: The primary reason for going to the library was self study (68%) refer text(37%) and group study (36%). Only 38.55% of the respondents visited the library ona daily basis, 50.5% students visit library when necessary and 10.5% student uselibrary 2-3 times a week. All students (100%) are aware about availability of textbooks in the library. 60.5% students know that journals are available in their library,52% know about dictionaries, 56.55% know of having internet, 62.5% students knowthat computers are available in library. 46.5% students said that their internet ofinstitutional library is somewhat helpful. Noise (67.5%), insufficient space (66%),lack of interent access (46%) and lack of computers(44.5%) might have negativeinfluence on the students in library visit. Conclusion :The study suggested that fulfillment of more needs to be done topromote self directed learning. The usage of library, its resources and services needto be increased. Chatt Maa Shi Hosp Med Coll J; Vol.19 (1); January 2020; Page 38-42

scholarly journals Formative assessment can be fun as well as educational

2006 ◽  
Vol 30 (1) ◽  
pp. 33-37 ◽  
Author(s):  
J. N. Hudson ◽  
D. R. Bristow
Keyword(s):  
Formative Assessment ◽  
Normal Growth ◽  
Educational Activity ◽  
First Year ◽  
Undergraduate Medical Students ◽  
Self Directed Learning ◽  
Practice Of Medicine ◽  
Assessment Activity ◽  
Directed Learning ◽  
Giving Feedback

An understanding of the hormonal basis of normal growth and development, including the changes occurring at puberty, is important foundation knowledge for contemporary medical practice in most fields of medicine. A quiz, testing the important physiological concepts of growth and puberty, was designed using the format of the well-known television game “Who Wants to Be a Millionaire.” An evaluation of this formative assessment activity revealed that a cohort of first-year undergraduate medical students valued learning with peers in an enjoyable, interactive environment, where they were able to admit to uncertainties and clarify answers. It also showed that making an educational activity fun need not detract from the focus of giving feedback on learning. Formative assessment, known to produce learning gains in a range of educational settings, is an important activity in contemporary medical education. With a greater emphasis on self-directed learning and less well-defined curriculum boundaries, feedback helps students to understand and apply the important physiological concepts that underpin the practice of medicine.

scholarly journals Vocabulary Acquisition Through Flowcharts

2019 ◽  
Vol 2018 (1) ◽  
pp. 280
Author(s):  
Aaron Chao
Keyword(s):  
Foreign Language ◽  
Vocabulary Acquisition ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Learner Autonomy ◽  
Student Centered ◽  
Student Centered Learning ◽  
Proficiency Level ◽  
Learner Needs

In light of recent research on student-centered learning, researchers have highlighted the need for strategies and tools to foster learner autonomy. Particularly within the area of vocabulary acquisition, the need for such strategies and tools is justified by the scope and depth of vocabulary that a learner needs in order to achieve a high proficiency level in a foreign language. This paper proposes the use of flowcharts as a metacognitive vocabulary learning strategy that helps promote vocabulary acquisition as well as foster learner autonomy. The justification for using such a strategy is discussed as well as practical suggestions for how it can be used in the classroom. 近年における学生主体の学習に関する研究を探ってみると、研究者たちは学習者オートノミーを促進する(学習)方略とツールの必要性を強調している。特に語彙習得の分野において、このような方略とツールの必要性は、学習者が外国語(学習)において高い習熟度に到達するために必要となる語彙の範囲と深みという観点から、正当化されるものである。本論文は、語彙習得の促進および学習者オートノミーの奨励を手助けするメタ認知的語彙学習方略として、フローチャートの使用を推奨する。この方略を使用する正当性、またこの方略をクラスルームでどう用いるかという実践的な提議について検討する。

scholarly journals Teacher-Led Initiatives in Supporting Learner Empowerment among Malay Tertiary Learners

2014 ◽  
Author(s):  
Naginder Kaur
Keyword(s):  
Learning Environment ◽  
Direct Methods ◽  
Learner Autonomy ◽  
Learning Preferences ◽  
Self Directed Learning ◽  
Business Studies ◽  
Learning Tasks ◽  
Positive Learning Environment ◽  
Directed Learning ◽  
Learner Empowerment

Purpose – Learner empowerment or learner autonomy is regarded by some theorists as the self-propelled, sole effort of the learner. However, in creating self-directed learners who are empowered to learn, the role of significant others such as the instructor is imperative. This study shows how a committed lecturer can play an instrumental role in facilitating self-directed learning among learners.   Methodology – Learner autonomy in vocabulary learning was successfully facilitated among a group of Malay tertiary learners pursuing a Business Studies course in Malaysia. This qualitative study explored the lecturer’s proactive efforts and initiatives in raising learners’ confidence in learning vocabulary. Data were collected through reflective in-depth interviews with the lecturer and learners at the end of every week for one month to obtain insights into their learning experiences.   Findings – The lecturer’s pedagogical approaches of providing sufficient learning opportunities in class, teaching vocabulary in context, using vocabulary lists and direct methods, and building lessons spirally to reinforce learning made complex tasks become manageable and achievable. These efforts were well-commended by the learners in this study. The lecturer's conscious decisions, namely, encouraging collaborative learning tasks and not forcing reluctant speakers were guided by her awareness of the learners’ cultural background which impinged on their learning preferences, thus, creating a non-threatening learning environment.   Significance – This study establishes the case that learner empowerment is not teacherless learning but is fostered when the instructor is able to pitch the lesson at an appropriate level and create a conducive and positive learning environment to synchronise with the learners’ cultural traits.

scholarly journals Introduction to the Special Issue

2021 ◽  
pp. 190-194
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
Education Conference

Self-Directed Learning and Advising in Language Education Conference organized by IATEFL Learner Autonomy Special Interest Group (LASIG) and Ankara Yildirim Beyazit University School of Foreign Languages, Turkey (AYBU SFL) took place online on 24 April 2021. It was originally planned as a face-to-face event in 2019, yet it was postponed to a later date due to the global outbreak of the Coronavirus pandemic.

scholarly journals The Effects of Applying Betts’ Autonomous Learner Model on Iranian Students

2012 ◽  
pp. 310-321
Author(s):  
Nahid Yarahmadzehi ◽  
Elham Bazleh
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Learner Model ◽  
Directed Learning ◽  
Autonomous Learner ◽  
Iranian Students

Classroom-based, teacher-directed language learning has been dominant in language teaching and learning for decades; however, the notion of autonomy is not novel to language teachers. Since the publication of Holec’s book, Autonomy and Foreign Language Learning (1981), autonomy in language learning has been a significant issue for discussion in relation to language learning practices and language teaching principles. Many ESL researchers have turned their attention to learner autonomy in classroom settings; however, learner autonomy in the Iranian context within self-access settings, classroom settings, and school curriculum has not been adequately addressed in the literature. To fill the research gap mentioned above, the present study aims to determine: 1. if Betts’s Autonomous Learner Model (Betts & Kercher, 1999) has any significant effect in terms of students’ self-directed learning readiness, and 2. if Betts’s Autonomous Learner Model has any significant effect on students’ English language proficiency. Adopting a quasi-experimental design, the study involved a comparison between the experimental and the control group. Two instruments were used: Gugliemino’s (1977) Self-Directed Learning Readiness Scale (SDLRS); and standardized TOEFL test. 30 students (group A) were taught English based on a pedagogical model, which blended Betts’s ALM with classroom instruction and 30 students (group B) were taught through a traditional teacher-directed method. Finally, after six months of treatment, TOEFL test and SDLRS test were administered as the post-test and the results were analyzed by means of SPSS software. The results showed that ALM can work with Iranian students as evidenced by generally average performance on SDLRS and TOEFL post-tests.

scholarly journals Piloting and Evaluating a Redesigned Self-Directed Learning Curriculum

2014 ◽  
pp. 58-78
Author(s):  
Satoko Watkins ◽  
Neil Curry ◽  
Jo Mynard
Keyword(s):  
Curriculum Development ◽  
Classroom Environment ◽  
Development Project ◽  
The Self ◽  
International Studies ◽  
Self Directed Learning ◽  
Freshmen Students ◽  
Self Study ◽  
Directed Learning ◽  
Insight Into

In the fourth installment of the column following the self-directed learning curriculum development project at Kanda University of International Studies, Japan, Satoko Watkins, Neil Curry and Jo Mynard detail the process of conducting a pilot of a possible self-directed learning curriculum for freshmen students, that would meet the needs and principles established in the previous two installments. This pilot represents quite a shift for the learning advisors (LAs), as it would bring what has up until now been a largely self-study course into the mainstream classroom environment, taught by LAs. The installment offers an insight into the strengths and potential weaknesses of such a course, and how students responded to it.

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