Internationalization and Learner Autonomy: Connecting Across Borders and Expanding Boundaries

2016 ◽  
Author(s):  
Karen Bordonaro
Keyword(s):  
Language Learning ◽  
Professional Practice ◽  
Learner Autonomy ◽  
Theoretical Frameworks ◽  
Pratique Professionnelle

Internationalization and learner autonomy offer rich theoretical frameworks to librarians for informing their professional practice.  This poster identifies borders arising from an investigation of the phenomenon of internationalization and an examination of library and language learning intersections.  In connecting these borders, librarians can expand the boundaries of their professional knowledge.L’internationalisation et l’autonomie de l'apprenant offrent aux bibliothécaires des cadres théoriques riches pour la connaissance de leur pratique professionnelle. Cette affiche identifie les frontières qui émergent de l'enquête sur le phénomène de l'internationalisation et de l'examen des intersections entre la bibliothèque et l'apprentissage des langues. En rapprochant ces frontières, les bibliothécaires ont l’occasion de repousser les limites de leurs connaissances professionnelles.

scholarly journals Autonomy of English Language Learners: A Scoping Review of Research and Practice

2021 ◽  
Author(s):  
Sin Wang Chong ◽  
Hayo Reinders
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Scoping Review ◽  
English Language ◽  
Active Agent ◽  
Learner Autonomy ◽  
Language Learner ◽  
Theoretical Frameworks ◽  
Diverse Field

Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualised and operationalised. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this paper we conducted a scoping review, or a systematic and comprehensive literature review, of 61 empirical studies in this field. The results show a rich array of conceptualisations and numerous operationalisations, in addition to a somewhat limited use of evaluations. We draw from this a number of implications for research. In particular, we encourage learner autonomy researchers to make explicit their theoretical frameworks, extend their investigation to the role of language learning beyond the classroom in promoting learner autonomy, and diversify their use of research methods.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

A Sociocultural Approach to Learner Autonomy in the Language Classroom

Relay Journal ◽  
2019 ◽  
pp. 17-26
Author(s):  
Tetsushi Ohara
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Sociocultural Theory ◽  
Qualitative Data ◽  
Learner Autonomy ◽  
The Social ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Mediational Means ◽  
Social Views

Approaches to understanding learner autonomy in language learning often contain dichotomous views: those that emphasize individual attributes and those that emphasize social influence. In order to articulate our understanding of learner autonomy, it is necessary to find approaches, which view a dialectic unity between the individualistic views and the social views. Sociocultural theory based on the concept of mediation is an approach, which has potential to offer a unique way to analyze learner autonomy. While using sociocultural theory as the main theoretical framework, this article attempts to understand how students take charge of their learning in the language classroom. Qualitative data indicate that interpersonal relationships between students work as mediational means for students to engage in their learning in the classroom. From this finding, it is argued that by understanding mediational means that students employ and are appropriate in the classroom, we are better able to track the students’ ability to take charge of their own learning.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Tandem language learning via e-mail: from motivation to autonomy

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 121-128 ◽  
Author(s):  
EMA USHIODA
Keyword(s):  
Language Learning ◽  
Empirical Data ◽  
Learning Experience ◽  
Small Body ◽  
Affective Learning ◽  
Learner Autonomy ◽  
Pedagogical Issues ◽  
Affective Dimension ◽  
Tandem Learning ◽  
E Mail

This paper examines the affective dimension of tandem language learning via e-mail. It begins by highlighting some of the obstacles to this mode of learning, including organisational and pedagogical issues as well as the particular issues confronting learners. Drawing on a small body of empirical data, it explores the interactions between these issues and what learners perceive to be intrinsically motivating about tandem learning. It concludes by suggesting that affective learning experience has a potentially powerful role to play in fostering the development of learner autonomy through the reciprocity on which successful tandem learning is founded.

APTITUDE AND SECOND LANGUAGE ACQUISITION

2005 ◽  
Vol 25 ◽  
pp. 46-73 ◽  
Author(s):  
Peter Robinson
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Cognitive Abilities ◽  
Theoretical Frameworks ◽  
Aptitude Tests ◽  
Advanced Level ◽  
Learning Success ◽  
And Performance

Recent second language acquisition (SLA) research into the cognitive abilities implicated in implicit, incidental, and explicit learning, and in learning and performance on tasks differing in their information processing demands has prompted new theoretical frameworks for conceptualizing L2 aptitude. This research is reviewed and related to measures of abilities operationalized in existing aptitude tests, as well as to measures of abilities that are the focus of more recent research in cognitive psychology. Finally, prospects for developing aptitude tests to serve the purposes of predicting both early and advanced level language learning success are discussed in the light of the SLA findings and aptitude frameworks reviewed.

Research on language teaching and learning in Austria (2004–2009)

2011 ◽  
Vol 44 (2) ◽  
pp. 181-211 ◽  
Author(s):  
Christiane Dalton-Puffer ◽  
Renate Faistauer ◽  
Eva Vetter
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Theory Development ◽  
Language Instruction ◽  
Foreign Language Instruction ◽  
Theoretical Frameworks ◽  
National Education ◽  
Learning And Teaching

This overview of six years of research on language learning and teaching in Austria covers a period of dynamic development in the field. While all the studies reviewed here illustrate research driven by a combination of local and global concerns and theoretical frameworks, some specific clusters of research interest emerge. The first of these focuses on issues connected with multilingualism in present-day society in terms of language policy, theory development and, importantly, the critical scrutiny of dominant discursive practices in connection with minority and migrant languages. In combination with this focus, there is a concern with German as a second or foreign language in a number of contexts. A second cluster concerns the area of language testing and assessment, which has gained political import due to changes in national education policy and the introduction of standardized tests. Finally, a third cluster of research concerns the diverse types of specialized language instruction, including the introduction of foreign language instruction from age six onwards, the rise of academic writing instruction, English-medium education and, as a final more general issue, the role of English as a dominant language in the canon of all foreign and second languages in Austria.

Using an Advising Tool to Help Students Go Beyond “Just Learning”

Relay Journal ◽  
2020 ◽  
pp. 221-228
Author(s):  
Dominique Vola Ambinintsoa
Keyword(s):  
Language Learning ◽  
Learner Autonomy

The role of a learning advisor (LA) in a self-access centre (SAC) is to help learners develop their learner autonomy (Carson & Mynard, 2012), defined as “the capacity to control over [their] learning” (Benson, 2011, p. 2). To develop such a capacity, learners need to be aware of their learning. With the aim to help learners, a learning advisor uses different advising strategies and advising tools. However, for a novice learning advisor, it is not always obvious to introduce an advising tool to a student. In this article, I describe how I, a novice learning advisor, used an advising tool, called the Wheel of Language Learning (WLL) with a student in her first advising session with me, and how it impacted her perspectives on her learning. In the end, I give some implications for future advising sessions.

Collaborative writing in L2 classrooms: A research agenda

2021 ◽  
pp. 1-19
Author(s):  
Mimi Li ◽  
Meixiu Zhang
Keyword(s):  
Language Learning ◽  
Research Agenda ◽  
Collaborative Writing ◽  
Recent Decade ◽  
Future Research ◽  
Assessment Practice ◽  
Theoretical Frameworks ◽  
Research Themes ◽  
Research Gap ◽  
Practice Development

Abstract Research on second language (L2) collaborative writing (CW) has proliferated over the recent decade and will continue to bloom due to the changing landscape of writing and learning in the digital age. This article provides a research agenda on CW in L2 classrooms. We illustrate six research themes for future research inquiry by pointing out the research gap, following a brief review of theoretical frameworks and existing empirical efforts on CW. We then expound on six specific research tasks that we deem to be pressing for this domain to progress, including more attention to multimodal CW, expanded frameworks for analyzing peer interaction and writing products, deployment of underused research techniques and improved research practice, development of CW assessment practice, as well as the inquiry of practitioners’ input on CW. We hope to provide guidance for future research endeavors by identifying avenues of investigations on CW and meanwhile contribute to the trajectory of vibrant research on L2 writing and language learning.

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