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.

Computer assisted group project activities in a beginners’ Japanese foreign language class

2003 ◽  
Vol 17 ◽  
pp. 44-59 ◽  
Author(s):  
Sayuki Machida
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Dynamics ◽  
Computer Assisted ◽  
Self Directed Learning ◽  
Group Project ◽  
Language Class ◽  
Directed Learning ◽  
Questionnaire Surveys ◽  
Project Data

This study examined the implementation of computer assisted group project activities in a beginners’ Japanese foreign language course. Questions to be investigated were whether or not the implementation of the activities facilitated the beginners’ learning and what other factors affected their learning through the project. Data on (a) the learners’ motivation toward Japanese learning and language learning using the computer, (b) their perceptions of their achievement, and (c) their reflections on the project-based activities, were collected by questionnaire surveys and through the subjects’ journals and reports. The analysis of the participants’ feedback demonstrated that the computer assisted group project activities were overall received positively and provided some, if not all, learners with an alternative approach for learning Japanese as a foreign language. Generally the more smoothly the group work went, the more the learners appear to have achieved through the activities. Three factors appeared to be crucial for the success of the activities: (1) self-directed learning; (2) group dynamics; and, (3) computer-related skills. These outcomes are rather encouraging for the use of projectbased activities as part of the course syllabus.

scholarly journals Editorial

2014 ◽  
pp. 315-319
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Regulation ◽  
Opportunity To Learn ◽  
Foreign Language Learning ◽  
Self Directed Learning ◽  
Self Regulated Learning ◽  
Language Studies ◽  
Regulatory Strategies ◽  
Directed Learning

The idea for this special issue on self-regulation in foreign language learning arose from a symposium we held from December 7-8, 2013, at Shimonoseki City University. We convened the symposium with the support of a grant-in-aid for scientific research from the Japan Society for the Promotion of Science. This grant was awarded to help with the investigation of the use of supplementary learning materials designed to develop language learners’ self-regulatory strategies, a four year research project that is nearing conclusion. The aim of the symposium was not so much to showcase our own work, but to create an opportunity to learn from others and to share findings from practice and research. Through our participation at various conferences reporting on the results of our project, we had come to realize that there was significant interest in the application of self-regulated learning to foreign language studies, and, indeed, that there was a growing body of people engaged in research and educational practices related to this topic. We also noticed that many people involved in learner autonomy and self-directed learning were reporting findings similar to our own, so we were interested in achieving some sort of collaboration or discussion between educators working in these fields. The symposium brought up many issues which have influenced our own research and practices, and we hope that by sharing this with the wider community that the conversation will continue to grow.

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 Altérité et inclusion. Du corps propre au corps social en classe de langue : emprunts à la danse contemporaine

2013 ◽  
Vol 10 (2) ◽  
pp. 9-21
Author(s):  
Marie-Paule Muller-Jaecki
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learning Approach ◽  
Contemporary Dance ◽  
Social Body ◽  
Language Class ◽  
The Creation

La classe de langue étrangère, par la transformation du corps propre qu’elle présuppose afin d’accéder à un nouveau corps social, place-t-elle l’élève en situation de handicap et génère-t-elle de la souffrance ? Est-il possible de l’éviter ? La réflexion menée part de l’observation d’expériences vécues en danse contemporaine autour de la création de performances incluant des danseurs en situation de handicap. L’analyse de la démarche pédagogique adoptée fait émerger des constantes qui contribuent à l’inclusion de chaque danseur. Elle peut être source d’inspiration pour l’enseignant afin de construire une dynamique d’apprentissage d’une langue étrangère où chaque élève se sente compétent. Otherness and inclusion. What can contemporary dance bring to the foreign language class for learners to access a new social body? The foreign language class implies a transformation of the learner’s own body in order to access a new social body. Does it thereby handicap pupils, generating suffering? Is it possible to avoid this? The following reflection starts from the observation of experiences in contemporary dance, related to the creation of performances including disabled dancers. The analysis of the pedagogy reveals constants which contribute to the inclusion of every dancer. It can inspire teachers in order to design a foreign language learning approach in which each pupil feels competent.

Examining a mailing list in an elementary Japanese language class

ReCALL ◽  
2003 ◽  
Vol 15 (2) ◽  
pp. 217-236 ◽  
Author(s):  
MAYUMI HOSHI
Keyword(s):  
Content Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Interaction Analysis ◽  
Foreign Language Learning ◽  
Mailing List ◽  
Linguistic Knowledge ◽  
Japanese Language ◽  
Student Survey ◽  
Language Class

This study examines the possible effects of a mailing list discussion on second/foreign language learning in the form of an explorative case study. Forty-six students in an elementary-level Japanese language class at a Canadian university participated. The study consists of three parts: interaction analysis, content analysis, and a student survey. The first two parts referenced the entire mailing list discussion archive. The number of the messages totaled 298. In order to analyze learner interaction, a map of interaction was designed and Levin, Kim and Riel’s (1990) Intermessage Reference Analysis (IRA) was applied. Content analysis was then carried out on the topics, context-type, and depth of learning process involved in each message. Lastly, a survey was distributed in order to discern participants’ perceptions towards the use of a mailing list for language learning. The results of the interaction and content analysis show how a mailing list discussion can provide a place to reflect on course content, enabling students to increase their linguistic knowledge through an exchange of ideas, thoughts, and opinions via student-centered interactions. The result of the participant survey shows that although the students’ participation in and perceptions towards the mailing discussion is not uniform, 35% of the students perceived the value of a mailing list discussion to be high. Through the examination of three different methods of analysis, the study concludes that there is a good potential for the use of mailing list discussions in second/foreign language learning. However, further research is necessary to determine which factors contribute to the successful use of this medium.

scholarly journals The investigation of effectiveness of individual and group forms of learning a foreign language in Kazakhstan

2020 ◽  
Vol 6 (2) ◽  
pp. 382-393
Author(s):  
Saltanat Meiramova ◽  
Akniet Zhanysbayeva
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Group Work ◽  
Tertiary Education ◽  
Learning Experience ◽  
Teaching Strategy ◽  
Foreign Language Learning ◽  
Language Class ◽  
Academic Communication ◽  
Effective Use

It is known that the language classroom is the place where teachers and learners come together for interaction and students can learn English in natural settings. Group work is a teaching strategy at all levels of education and researchers have observed that group based assignments and discussions are a common feature of tertiary education. The effective use of group work in the language class can provide a valuable learning experience to students and give them the opportunity to practically experience the language exposure of the ideas presented and strengthen their learning. In this regard, this paper attempts to identify the efficiency of individual and group work teaching strategy of the students to excel at foreign language learning. Then, the paper aims to define the effect of individual and group work of students’ value participation in academic communication. Finally, the paper tries to determine the most effective methods for working in a group and individually with the help of the data obtained with the help of a purpose-designed questionnaire to assess their preference for different teaching methods.

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.

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.

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