A wiki as a common framework for promoting autonomous learning among university students

2012 ◽  
Vol 12 (1) ◽  
pp. 54
Author(s):  
Raquel Viciana Abad ◽  
José Enrique Muñoz Expósito ◽  
José Manuel Pérez Lorenzo ◽  
Sebastián García Galán ◽  
Fernando Parra Rodríguez
Keyword(s):  
University Students ◽  
Autonomous Learning ◽  
Common Framework

Guiding Strategy of Autonomous Learning under the Network Environment

2014 ◽  
Vol 631-632 ◽  
pp. 1361-1364
Author(s):  
Le Hui Huang ◽  
Bin Gui
Keyword(s):  
University Students ◽  
Free Time ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
The Internet ◽  
Network Environment ◽  
High Transmission ◽  
The University ◽  
Transmission Speed

The network plays more and more important role in contemporary university students’ study and life. By the virtue of large capacity of information, wide coverage, high transmission speed, non-restriction of time and space, the internet has become an important tool of students’ autonomous learning. What’s more, because the university learning is relatively relaxed, students have more free time to arrange. Therefore, training students’ independent learning ability becomes more and more important. In this paper, through the analysis of problems exposed in autonomous learning under network environment,find that teachers should give full play to the guiding role under the network environment, and according to these problems, put forward four strategies to guide the implementation of autonomous learning.

scholarly journals Apprentissage semi-autonome: Résultats d’une expérience de tutorat

2018 ◽  
Vol 27 ◽  
pp. 95-106
Author(s):  
Weronika Wilczyńska
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
University Students ◽  
Research Methodology ◽  
Intermediate Level ◽  
Autonomous Learning ◽  
First Year ◽  
First Year University ◽  
Clear Change

The contribution reports some results from a study on the semi-autonomous learning of French as a foreign language by a dozen of first-year university students (intermediate level). It focuses on the evolution those students, identified as « poor learners », underwent as far as their views, attitudes and strategies in FL learning were concerned - as an effect of them being helped and advised by their much more advanced colleagues (4th year). By the end of this period the 1st year students showed a clear change in all these respects, even though adapting more adequate strategies proved slower to appear than changes in views and attitudes. At the same time, the experience proved to be most fruitful to their tutors in acquainting them with action research methodology.

scholarly journals PROMOTING LEARNER AUTONOMY IN EFL CLASSES: EXPERIENCES WITH SEE UNIVERSITY STUDENTS

2019 ◽  
Vol 31 (6) ◽  
pp. 1693-1696
Author(s):  
Rufat Osmani
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
University Students ◽  
Learning Process ◽  
Quantitative Methods ◽  
Active Role ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Basic English

Language teaching theories and practices give an important role to fostering independence of students who learn English as a Foreign Language. The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions.Language teaching theories and practices give an important role to fostering independence of students who learn English as a Foreign Language. The concept of learner autonomy is currently dealt as a serious objective of many educational curriculums where students are mostly concerned with learning and here the student is competent of his/her own learning whereas the teacher has the role of a guide. Accordingly, in the learning process students are encouraged to have a very active role and are characterized with critical thinking and reflection and they also monitor and evaluate their own learning, make decisions and take independent actions.Whilst in the traditional method the teacher gives the information to the students, in the case of learner autonomy the teacher has the role of the facilitator and supporter and here students take responsibility of their own learning. However, it is the teacher’s duty to reveal the students’ knowledge by assigning various in- class and out of classroom tasks which are classified by students’ language level. This requires reshaping of the traditional way of teaching where teachers do a lot of preparation for their lectures and on the other hand students do a little. In autonomous classes students take charge of their learning, yet teachers create and support the progress of learner autonomy.There is a variety of exercises which can be used in EFL Classes for the purpose of “swapping” roles with theteacher where learners are given the chance to be involved in the selection of activities. Students select activities that match their learning style and interests and are guided to make use of opportunities to use the language in authentic settings.The objectives of this study are: To discover activities that evaluate the autonomous learning capacity of SEE University Basic English Skills students; To discover whether SEE University students are ready for autonomous learning or not; To discover threats that obstruct application of learner autonomy in EFL classes of SEE University students.Data was collected in Basic English Skills classes, offered at the South East European University in Tetovo, Republic of North Macedonia, during the academic year 2018-2019. A total number of 53 students, aged 18-25 participated in the study. The qualitative and quantitative methods were used in order to analyze the data collected during the research.

scholarly journals Multimedia-Assisted Learning in a Flipped Classroom: A Case Study of Autonomous Learning on EFL University Students

2020 ◽  
Vol 15 (24) ◽  
pp. 114
Author(s):  
Eko Aprianto ◽  
Oikurema Purwati ◽  
Syafi'ul Anam
Keyword(s):  
University Students ◽  
Learning Process ◽  
Flipped Classroom ◽  
English Education ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Independent Learning ◽  
Successful Completion ◽  
Education Department

This current study purposed to investigate the use of multimedia-assisted learning in a flipped classroom for fostering the students’ autonomous learning on EFL University. The students are encouraged to learn independently by having multimedia learning sources and they are also stimulated to find their difficulties in the learning process. Meanwhile, teacher and students are discussing the solution from the students’ difficulties during their independent learning in the classroom. The successful completion of pre-learning depends on the students’ responsibilities and motivations. 15 students of the English Education department were involved as the participants in this study. The data were collected through observation, questionnaire, and semi-structured interview. The finding of this study showed that a flipped classroom by using multimedia-assisted learning helps the students stimulate their autonomous learning because the students feel free to explore their creativity through an independent learning atmosphere without any tension

scholarly journals Facebook in an English Guided Self Learning Class

Humaniora ◽  
2013 ◽  
Vol 4 (2) ◽  
pp. 771
Author(s):  
Melania Wiannastiti
Keyword(s):  
Social Media ◽  
University Students ◽  
Language Learners ◽  
Teaching And Learning ◽  
Autonomous Learning ◽  
The Internet ◽  
Use Of Technology ◽  
Teaching Learning ◽  
Learning Language ◽  
Self Learning

The use of technology especially the Internet in language teaching and learning has become more popular nowadays since it is more interesting and effective. Nowadays, since almost every person has at least a gadget connected to the Internet, the teaching learning is possible to be carried out outside the classroom in the way of autonomous learning. Language learners are likely to look to computers and the Internet for resources of learning. By applying the Internet as the type of learning, students are exposed to optimize the use their gadget connected to the Internet. This type of learning was also applied for Binus pre-university students learning English Smart Program in GSLC (Guided Self Learning Class). Based on the background, this paper aims to explain what GSLC is and describe how Facebook as the Internet social media can be used for supporting GSLC. There are many advantages the students and the lecturer get from using this media in GSLC. From result of the questionnaire, FB is affective to support them in learning.  In conclusion, Facebook can be used to support the GSLC activities.   

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