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.

Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University

2021 ◽  
Vol 5 (3) ◽  
pp. 72-83
Author(s):  
Thao Thi Thanh Phan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Learner ◽  
Local Context ◽  
Self Assessment ◽  
Academic Context ◽  
Vietnamese Higher Education

This paper aims to explore the role of self-assessment in developing language learner autonomy in the Vietnamese higher education context. Specifically, it focuses on how the assessment for English language learning is currently conducted and how this relates to learner autonomy. Despite the Vietnamese government’s official requirement for learner autonomy, Vietnamese higher education’s language academic context provides presently little space for autonomous learning. The idea of self-assessment is relatively unfamiliar and has, therefore, been little investigated. Based on qualitative data from observations and interviews with 38 university students, this paper presents the understanding of learner autonomy in Vietnamese higher education. In particular, the findings suggest that self-assessment may be a useful operational approach for fostering language learner autonomy in Vietnam and other similar settings. Also, they highlight the demand of promoting self-assessment literacy and the importance of self-assessment principles within the local context.

Learner Autonomy as Discourse: The Role of the Target Language

10.47908/9/1 ◽  
2013 ◽  
pp. 13-29
Author(s):  
David Little
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learner Autonomy ◽  
Language Learner ◽  
Theory And Practice ◽  
Target Language ◽  
Language Discourse ◽  
Development Of Language ◽  
Number Of Publications

In a number of publications (e.g., Little 2001, 2004, 2007) I have argued that the exercise and development of language learner autonomy depend on the operationalization of three interacting principles: learner involvement, learner reflection, and target language use. In this article I explore the theory and practice of language learner autonomy from the perspective of the third of these principles. I argue that the most successful language learning environments are those in which, from the beginning, the target language is the principal channel through which the learners’ agency flows: the communicative and metacognitive medium through which, individually and collaboratively, they plan, execute, monitor and evaluate their own learning. I describe in some detail the communicative and metacognitive dynamic that shapes target language discourse in the autonomy classroom at lower secondary level before suggesting ways of creating the same dynamic in other contexts of formal language learning. I conclude by briefly considering the implications of my argument for empirical research.

scholarly journals The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context

2021 ◽  
Vol 14 (11) ◽  
pp. 108
Author(s):  
Sultan H. Alharbi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
English Language ◽  
Learning Difficulties ◽  
English Language Proficiency ◽  
Point Of View ◽  
Language Learner ◽  
Language Courses

The term ‘struggling language learner’ is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the ‘struggles’ of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to take learning English language more seriously. In such positive or negative situations, their language learning journey improved therefrom. The findings showed that 80% of the participants believed that their English language proficiency was ‘very good’, while 20% of these participants believed that their English language proficiency was ‘average’. Also, the findings indicated that there was a statistically significant association (i.e., p < .05) between English language proficiency of the learners and the following observable attributes: willingness to learn for educational purposes; willingness to learn for career development; and students’ continuation without losing focus. The study proposes a fresh evaluation of the problems faced by EFL struggling learners by bringing to light a multifaceted, meaningful consideration of their learning attitudes from socio-psychological point of view, offering a comprehensive account of these learners and their learning difficulties as well as their attitudes and outlook while taking lessons as freshmen at the university.  

scholarly journals “English Language Learners”: An Analysis of Perplexing ESL-Related Terminology

2012 ◽  
Vol 14 (3) ◽  
pp. 83 ◽  
Author(s):  
Nina Lee Webster ◽  
Chunlei Lu
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language Learner ◽  
English Language ◽  
Literature Search ◽  
First Language ◽  
Language Learner ◽  
Culturally Appropriate ◽  
Globalized World

In today’s globalized world it is increasingly important to consciously consider the terminology used when referencing others. The purpose of this paper is to explore and discuss the perplexing array of loosely defined ESL-related terminology in Education. A literature search revealed various terms referring to the same group of learners, the most common being English Language Learner. Through a deconstruction of related terms, an alternative term is proposed: Learner of English as an Additional Language (LEAL). The language learning aspect should not be utilized as a defining characteristic. LEAL is a respectful and culturally appropriate term that utilizes person first language.

Blending Video Games Into Language Learning

2017 ◽  
Vol 7 (4) ◽  
pp. 75-89 ◽  
Author(s):  
Jonathan Newcombe ◽  
Billy Brick
Keyword(s):  
English Language Learners ◽  
Video Games ◽  
Language Learning ◽  
Language Learners ◽  
Video Game ◽  
English Language ◽  
Learning Opportunities ◽  
Language Learner ◽  
Game Based Learning ◽  
Learning Principles

Around 2 billion people worldwide engage in video games and a similar number of English language learners are anticipated by the year 2020. It can be assumed that many language learners are also ‘gamers', and that a language learner may play a video game to learn English. This article focuses on the language learning affordances in offline video games. General game-based learning principles identified by Gee are used as the method to identify and classify the learning affordances in a selection of video games. These learning principles are explained and then used to detail general learning opportunities inherent in a variety of video games. It suggests that language learning opportunities on video-games are too varied and that the scaffolding guidance of a teacher might be needed. It concludes by proposing that contextualized live video-game-like immersive experiences could also be conducive to language learning.

scholarly journals Perceptions of English Language Instructors on the Effectiveness of Learning Advisory Training Programme (LATP)

2021 ◽  
pp. 231-247
Author(s):  
Hülya Şen ◽  
Mümin Şen
Keyword(s):  
Language Learning ◽  
English Language ◽  
Training Programme ◽  
Learner Autonomy ◽  
Language Learner ◽  
Language Teachers ◽  
Main Role ◽  
Personal Lives ◽  
Proper Training ◽  
Reflective Processes

Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote learner autonomy.

scholarly journals Fostering the Development of Language Learner Autonomy Through Peer and Self-Assessment

Relay Journal ◽  
2018 ◽  
pp. 21-46
Author(s):  
Scott J. Shelton-Strong
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learner Autonomy ◽  
Language Learner ◽  
English Language Teaching ◽  
Continuous Assessment ◽  
Self Assessment ◽  
Assessment Approach ◽  
Development Of Language

Autonomy and assessment have been the subject of renewed interest within the field of education. English Language Teaching (ELT) contexts have attracted particular interest as the importance of learner autonomy for language learners continues to be researched and acknowledged, while an understanding of the relationship between assessment and autonomy continues to grow. Questions remain, however, whether autonomy lends itself willingly to assessment, or if indeed there are unobtrusive and practical ways to do so. Nevertheless, assessment and autonomy may be related at other junctures. This paper outlines a classroom-based intervention whereby assessment descriptors were used to engage university age English language learners in Japan in reflection and response, as one of the tools used in a continuous assessment approach to the evaluation of participation and communication. An examination of the background and context underpinning this intervention is first provided, followed by an analysis of learner responses to questions related to self-assessment. In conclusion, ways in which these may be viewed in relationship to broad indicators of autonomy, and the development of metacognitive awareness are discussed.

Learner perceptions and experiences of pride in second language education

2016 ◽  
Vol 39 (3) ◽  
pp. 272-291 ◽  
Author(s):  
Andrew S. Ross ◽  
Elke Stracke
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
English Language ◽  
Learning Experience ◽  
Critical Role ◽  
Language Education ◽  
Language Learner

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human experience, so a greater understanding of their impact on language learners is critical. In particular, the role and impact of positive emotions on learners and their learning experience has been overlooked in favour of a focus on issues of confidence and anxiety. One particular positive emotion that has a meaningful connection with the learning experience is that of pride. Drawing on qualitative interview data from tertiary English language learners in Australian universities, this article singles out pride as a means of confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning.

scholarly journals Olowalu Review: Developing identity through translanguaging in a multilingual literary magazine

2016 ◽  
Vol 18 (2) ◽  
pp. 109
Author(s):  
Alex Josef Kasula
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
English Only ◽  
Literary Magazine ◽  
Learning Policies

With the current trends in our globalized society, there is a clear increase in multilinguals rise; however, the understanding of multilingual identity and policy towards education stays relatively the same. Recent investigation in multilingualism in the US has shed light on the positive impacts of alternating policy in language education with regard to a greater understanding in how translanguaging and identity impact the language learner and language learning policies (Garcia & Wei, 2013). The following article describes the development of an online multilingual literary magazine, Olowalu Review, that aimed to provide English language learners in an English-only language policy a space to translanguage. Thus, having the opportunity to develop and express their multilingual identities. Goals and the development of the magazine are described in terms relating to current multilingual theory. While the outcomes and findings reveal how Olowalu Review enabled multilinguals to foster and exercise multilingual identities and skills, raise multilingual awareness, and act as an important multilingual artifact through an analysis of written submissions and interviews with authors. Pedagogical implications are discussed to empower language teachers, learners, or artists to develop the same or similar project for their own local, national, or global community. 

scholarly journals Listening to Learners’ Voices

2018 ◽  
Vol 27 (1) ◽  
Author(s):  
Rod Neilsen ◽  
Ruth Arber
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Adult Students ◽  
Language Learners ◽  
English Language ◽  
Linguistic Diversity ◽  
Corrective Feedback ◽  
Language Learner ◽  
Critical Examination ◽  
Written Corrective Feedback

This 2018 issue was initially intended as unthemed, but in fact a theme does emerge from the three papers – that of language learners’ voices, reminding us as educators of how much we need to listen – and the kinds of things we need to listen to more reflexively. Anna Filipi’s paper points to the frequent absence of the voices of international students in investigations, giving an account of their identities through a critical examination of English language learner categorisation. Suma Sumithran then asks how EAL/D teachers speak about their adult students’ language learning experiences, indicating that sometimes students’ voices are not heard in crucial ways, resulting in a perpetuation of cultural stereotyping, even if their teachers engage with them with the best of intentions. In an Australia characterised by cultural and linguistic diversity, an examination of the hybrid and fluid identities of its peoples reveal that ‘othering’ based on geographical nation-state boundaries is highly problematic. Finally, Nicholas Carr and Michiko Weinmann look at written corrective feedback from a sociocultural angle to give an account of how the voices of adult English language learners in Japan reveal their experiences of processing teacher feedback through collaboration, both with peers and with the language teacher.

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