"A Reflection through Self-assessment and Inquiry-based Learning to Promote Autonomous Learning: Practice in Japanese Conversation Classes for Intermediate Learners "

2021 ◽  
Vol 56 (0) ◽  
pp. 107-124
Author(s):  
Noriko Nagashima
Keyword(s):  
Autonomous Learning ◽  
Self Assessment ◽  
Inquiry Based Learning ◽  
Intermediate Learners

Utilization of Internet for Autonomous Learning in Speaking

2015 ◽  
Vol 4 (2) ◽  
pp. 111-115
Author(s):  
Witri Handayani
Keyword(s):  
Language Learning ◽  
Internet Use ◽  
Autonomous Learning ◽  
Classroom Setting ◽  
Self Assessment ◽  
Direct Supervision

Internet use for promoting students’ autonomy in language learning has been a great phenomenon to discuss. Many researches have been conducted about this issue. Now the tendency is pointed out specifically for improving students’ competency in speaking. Speaking is normally learned in the classroom setting in which learners have interlocutor as their speaking partner and under direct supervision from the lecturer. The discussion bellow will concern about some internet links that can be used for speaking study. The learners can study by using these internet links independently and record their own voice and video for their own self- assessment. They choose their own target and links to access and determine their own learning target. In the meantime, they also collect the recording to their teacher for assessment purpose.

Advanced and intermediate EFL learners’ perceptions and practices of autonomous learning

2017 ◽  
Vol 168 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Sakineh Jafari ◽  
Saeed Ketabi ◽  
Mansoor Tavakoli
Keyword(s):  
Decision Making ◽  
Statistical Analysis ◽  
Educational Experiences ◽  
Autonomous Learning ◽  
Learning Activities ◽  
Educational Materials ◽  
Advanced Learners ◽  
Efl Learners ◽  
Intermediate Learners ◽  
Learning Language

Abstract This study examined Persian intermediate and advanced EFL learners’ perceptions regarding (a) their own and their teachers’ responsibility in learning language autonomously; (b) their decision making ability in learning language autonomously; and (c) their autonomous learning activities inside and outside the classroom. To this end, a questionnaire designed by Chan, Spratt, and Humphrey (2002) was distributed among 67 intermediate and 65 advanced EFL learners. Statistical analysis of students’ answers showed that overall, advanced learners tended to assume more responsibility for their own learning, to perceive themselves to be highly capable of autonomous learning, and to practice more autonomous learning activities compared to the intermediate learners. In addition, data collected through the interviews with some of the participants suggested that learners’ perceptions were greatly affected by their previous educational experiences. Since intermediate learners were not largely engaged in making decisions related to educational materials and activities used in their classrooms, they considered themselves as less responsible for and consequently less capable of choosing learning materials and activities. The findings of the study, along with the pedagogical implications, are discussed.

scholarly journals Self-assessment as an Autonomous Learning Tool in an Interpretation Classroom

2009 ◽  
Vol 50 (4) ◽  
Author(s):  
Yun-Hyang Lee
Keyword(s):  
Graduate School ◽  
Autonomous Learning ◽  
Learning Tool ◽  
Self Assessment ◽  
Assessment Report ◽  
English Program

Abstract This paper explores the usefulness of self-assessment in an interpretation classroom. Students of the Korean-English Program in a two-year graduate school of translation and interpretation were asked to analyze and assess their interpretation performances and submit a self-assessment report to the instructor. Later, a survey was conducted to find out what aspects of self-assessment the students found positive or negative. Based on the responses of the student and the teacher, selfassessment was found to be positive in identifying students’ weaknesses and strengths, enable targeted practice, and allow them to monitor their own progresses. But students also found selfassessment to be time-consuming and emotionally draining. However, all students and the instructor agreed that self-assessment was conducive to students. learning in an interpretation classroom.

scholarly journals Evaluating Learner Autonomy: A Dynamic Model with Descriptors

2012 ◽  
pp. 24-40 ◽  
Author(s):  
Maria Giovanna Tassinari
Keyword(s):  
Language Learning ◽  
Dynamic Model ◽  
Learning Process ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Self Assessment ◽  
Self Reflection ◽  
Affective Components ◽  
Learning Competencies ◽  
Evaluation Of Learning

Every autonomous learning process should entail an evaluation of the learner’s competencies for autonomy. The dynamic model of learner autonomy described in this paper is a tool designed in order to support the self-assessment and evaluation of learning competencies and to help both learners and advisors to focus on relevant aspects of the learning process. The dynamic model accounts for cognitive, metacognitive, action-oriented and affective components of learner autonomy and provides descriptors of learners’ attitudes, competencies and behaviors. It is dynamic in order to allow learners to focus on their own needs and goals. The model (LINK) has been validated in several workshops with experts at the Université Nancy 2, France and at the Freie Universität Berlin, Germany and tested by students, advisors and teachers. It is currently used at the Centre for Independent Language Learning at the Freie Universität Berlin for language advising. Learners can freely choose the components they would like to assess themselves in. Their assessment is then discussed in an advising session, where the learner and the advisor can compare their perspectives, focus on single aspects of the leaning process and set goals for further learning. The students’ feedback gathered in my PhD investigation shows that they are able to benefit from this evaluation; their awareness, self-reflection and decision-making in the autonomous learning process improved.

scholarly journals Self-assessment exercises in continuum mechanics with autonomous learning

2013 ◽  
Vol 3 (1) ◽  
Author(s):  
Jordi Marce-Nogue ◽  
Lluis Gil ◽  
Marco A. Pérez ◽  
Montserrat Sánchez
Keyword(s):  
Continuum Mechanics ◽  
Autonomous Learning ◽  
Self Assessment

Formative Assessment for Autonomous Learning Through Argumentation; A Proposal Within the Use of the Online Dialogue Design System

Relay Journal ◽  
2019 ◽  
pp. 437-449
Author(s):  
Larisa Enríquez ◽  
Iolanda García
Keyword(s):  
Analytical Study ◽  
Teaching Strategy ◽  
Assessment Tools ◽  
Autonomous Learning ◽  
Design System ◽  
Self Assessment ◽  
Online Tool ◽  
Doctoral Research ◽  
Progression Model ◽  
Dialogue Design

There has been a concern to help students learn how to argue in order to become better learners. Different argumentation models have been used as a teaching strategy. In 2009, Makino designed the Dialogue Design System (DDS) which is based on Toulmin’s argumentation model (2003). Through the iterative use of a didactic resource called “idea cards”, the active participation of the student is stimulated as well as the development of critical analysis and the construction of reasonable and well-founded arguments are also enhanced. DDS has also been avowed as an adequate strategy to strengthen, not only argumentative skills, but also skills related to autonomous learning. This work is part of a doctoral research project that considers the design and development of an online tool based on the DDS model. For the specific case of the assessment of written argumentative and autonomy skills, a descriptive and analytical study will be conducted. For this purpose, two assessment tools are proposed: one based on Deane and Song’s learning progression model (2012) and the second developed under the influence of Tassinari’s dynamic model for autonomous learning (2010). The following paper presents the foundations and design of the Self-Assessment of Progress in Argumentative Autonomy instrument (SAPAA).

scholarly journals PROMOTING LEARNER AUTONOMY THROUGH SELF-ASSESSMENT IN WRITING CLASS

2020 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Islakhul Huda ◽  
Siti Musarokah ◽  
Andreas Bambang Prabowo Kusumo Adi
Keyword(s):  
English Learners ◽  
Teaching And Learning ◽  
Direct Methods ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Self Assessment ◽  
Writing Classes ◽  
College English ◽  
Collection Data ◽  
Face To Face Learning

In the 2020 era, the corona pandemic has caused many impacts throughout the country that are very broad in all fields, including education. Learners and lecturers are no exception affected by the pandemic, and always strive to be able to carry out teaching and learning activities that can cover deficiencies in the field. Based on the current complex learning and living background, this article discuss the autonomous learning mode of College English learners, puts forward the discussion of constructing strategy from self-assessment to improve autonomous learning mode of college English in writing classess. In discussing this article, the writer used theoretical review and qualitative document methods which were observations, data collection, data processing, revisions, and documentation. Then, it can be concluded that the results of research on self-assessment can improve learner autonomy so that learners can get the ease from online writing classes during the pandemic and in the future from direct methods (face to face) learning more beneficially

scholarly journals Autoevaluación para el Aprendizaje Autónomo em Alumnos 6ºs Años / Self-Assessment for Autonomous Learning in 6th Year Students

2019 ◽  
Vol 13 (46) ◽  
pp. 835-855
Author(s):  
Ariane De Oliveira Câmara ◽  
Daniel Ríos Muñoz
Keyword(s):  
Autonomous Learning ◽  
Self Assessment ◽  
Santa Maria ◽  
Sobre Todo

El escenario actual de la educación en el mundo globalizado requiere un individuo para dominar las diversas áreas del conocimiento de una manera competente. Dado que la autonomía es uno de los principales factores en este logro, se muestra capaz de ser el autor de su propio conocimiento y, sobre todo, a desarrollar en el sentido de ser, hacer, conocer, mezclarse y convertirse en el protagonista de su realidad. Así que en el tema de la falta de autonomía de los estudiantes en los años de la escuela primaria 6ºS II, se puede concluir que la innovación propuesta en sus aspectos generales, es la mejora de la autonomía de la audiencia en el Instituto de Santa María Mazzarello, favoreciendo al desarrollo de un aprendizaje significativo.  

Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role

2018 ◽  
pp. 109-140
Author(s):  
Hong Shi ◽  
Maria Martinez Witte
Keyword(s):  
Academic Success ◽  
Language Learning ◽  
Classroom Environment ◽  
Cultural Influences ◽  
Autonomous Learning ◽  
Self Assessment ◽  
Western Education ◽  
Self Confidence ◽  
Scaffolding Strategy ◽  
New Forms Of Learning

The purpose of this chapter is to identify cultural influences on self-directed language learning. Self-directed language learning may take place in the classroom environment, but mainly goes on outside of the classroom, and how students regulate this aspect of learning is crucial to their language learning and academic success. Autonomy is a key characteristic of western education while some aspects of collectivist culture appear to be impediments to autonomous learning. Culture influences learners' beliefs about the learner and teacher's relationship and their perceived roles in language learning. Students accustomed to more teacher-centered classrooms need to be given time and support to make the transition to new forms of learning. Teachers are suggested to provide guidance and assistance for learners, such as scaffolding, strategy teaching and self-assessment to encourage independent and autonomous learning to promote learners' self-confidence, motivation, abilities and skills for lifelong learning.

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