scholarly journals Preparatory Learners’ Perspectives of Learner Autonomy in the Saudi Context

2020 ◽  
Author(s):  
Jameelah Asiri ◽  
Nadia Shukri
Keyword(s):  
Mixed Methods ◽  
Language Learning ◽  
Focal Point ◽  
Learner Autonomy ◽  
Research Paper ◽  
Research Papers ◽  
Mixed Methods Approach ◽  
Efl Students ◽  
Preparatory Year

Learner autonomy is a developing concept that has been the focal point of number of research papers investigating language learning. It has been under investigation by number of scholars and researchers over the years, the concept of learner autonomy has been supported by number of researchers, others attempted to prove that it does not fit all learners of different backgrounds. In this research paper, the focus is mainly on learners’ perspectives of learner autonomy, what do they know? To what extent the students understand the concept of learner autonomy? Developing autonomous learners is an area that needs to be explained. There are limited studies conducted in the Saudi context therefore, this study investigates Preparatory year female EFL students’ perspectives of learner autonomy in the Saudi context. Moreover, it examines whether the learners have the knowledge and the competence to develop their learning. The perspectives and views of 150 learners were collected using a questionnaire. The study follows a mixed methods approach. The reviewed literature showed that implications of learner autonomy reflected positively on learners (Burkert & Schwienhorst. 2008; Han, 2015). The main findings of this study revealed that students participated in this study had negative perspective of learner autonomy

scholarly journals An Investigation into the Benefits of the Intercultural Approach to EFL Learning and Teaching: A Case Study of Taif University, KSA

2017 ◽  
Vol 8 (1) ◽  
pp. 52 ◽  
Author(s):  
Amir H. Abdalla
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
First Year ◽  
Learning And Teaching ◽  
Efl Students ◽  
Potential Benefits ◽  
Preparatory Year ◽  
Study Participants

The purpose of this study is to investigate the potential benefits of using the intercultural approach to teaching English as a foreign language in the preparatory –year programme (male branch), Taif University, Kingdom of Saudi Arabia. The intercultural approach is considered a viable means of foreign language education that seeks to address issues of culture in foreign language learning and teaching and how best to address them. Hence, this study intends to explore the attitudes of first year EFL Taif university students to the potential benefits of the intercultural approach to EFL. A sample of 200 EFL students participated in the study. Participants’ views on the topic of the study are collected via a questionnaire the researcher designed and administered to the participants. In addition, the views of 50 EFL instructors teaching in the preparatory programme were gathered by a questionnaire regarding the topic researched. Descriptive statistics were used to analyse the collected data.

scholarly journals Chatbots for Action-Oriented Language Learning Using Elbot to Enhance Conflict-Solving Skills in Learners of German as a Foreign Language

EL LE ◽  
2021 ◽  
Author(s):  
Francesca Mazzilli
Keyword(s):  
Mixed Methods ◽  
Data Analysis ◽  
Foreign Language ◽  
Language Learning ◽  
Formal Context ◽  
Learning Tool ◽  
Mixed Methods Approach ◽  
Task Oriented

The aim of this study is to investigate (i) how learners perceive the non-educational chatbot Elbot as a language learning tool in a formal context (university German course), and (ii) to what extent a set of task-oriented interactions with Elbot influences the learners’ behaviour (e.g. lexical choices) during a separate activity. For these purposes, this study outlines a lesson/experiment focused on the enhancement of conflict-solving skills in German as a foreign language. A mixed-methods approach was applied to evaluate Elbot’s contribution to the lesson as well as its impact on the learners’ choice of basic strategies to solve a conflict. The study concludes with the discussion of the advantages of developing an edu-bot based on an existing non-educational chatbot. In this regard, the research also provides some concrete proposals based on the results of the data analysis.

scholarly journals The Use of Language Learning Strategies through Smartphones in Improving Learner Autonomy in EFL Reading among Undergraduates in Saudi Arabia

2017 ◽  
Vol 7 (6) ◽  
pp. 59 ◽  
Author(s):  
Ali Abbas Falah Alzubi ◽  
Manjet Kaur Mehar Singh
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Learning Strategies ◽  
Learner Autonomy ◽  
Strategy Use ◽  
Independent Learning ◽  
Social Strategies ◽  
Language Learning Strategies ◽  
Preparatory Year ◽  
Reading Context

Language learning strategies (LLS) and learner autonomy (LA) are believed to achieve a sustainable long-life learning process leading to a more reading competence (O’malley & Chamot, 1990; Oxford, 1990). LA is a pedagogical imperative inasmuch as language is largely an autonomous activity (Kumaravadivelu, 2006). This study examines the improvement of LA through the explicit use of LLS in EFL reading in a mobile-assisted language learning (MALL) environment among English as a foreign language (EFL) readers enrolled in Preparatory Year program at Najran University in Saudi Arabia. To this end, a questionnaire adapted from Oxford’s (1990) Strategy Inventory for Language Learning (SILL), was administered to 32 students to measure their reading strategy use mediated by smartphones in EFL reading context. The data analysis revealed moderate averages (60%) of LLS (memory, cognitive, compensation, metacognitive, affective, and social strategies) among EFL undergraduates in EFL reading context. Consequently, these results may restrain the improvement of LA in virtual learning environments, mostly teacherless platforms, where learners need to have these strategies to help them control and manage their own language learning in almost independent learning settings, freedom in time, place, access to resources, and material choices. It is recommended that LA be improved through a strategy use instruction mediated by smartphones in EFL reading context.

scholarly journals Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning

1970 ◽  
Vol 16 (1-2) ◽  
pp. 12-29 ◽  
Author(s):  
Khem Raj Joshi
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
English Education ◽  
Focal Point ◽  
Good Practice ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Learner Perceptions ◽  
Master Level

Learner autonomy is one of the intriguing phenomena in the field of SLA. This has become the focal point for many scholars and researchers these days. The present study was carried out to make a survey of autonomous learning activities of the Master level students, majoring in English Education, Tribhuvan University, Nepal. It also explored their perceptions on the roles of their own and their teachers’ roles, and how it has been looked at from the teachers’ viewpoint. Adopting a mixed methodological design and analyzing the data collected through questionnaire and semi-structured interview, it was found that the learners make a good practice of autonomous activities. They view their role as an important factor in learning. The teachers have also suggested the learners to be autonomous. The teachers as well as the learners were found highly positive towards autonomous learning. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6126 NELTA 2011; 16(1-2): 13-29

scholarly journals The Impact of Metamemory on the EFL Students` Achievement at Taif University

2017 ◽  
Vol 6 (7) ◽  
pp. 300
Author(s):  
Nasrah Mahmoud Ismaiel
Keyword(s):  
Language Learning ◽  
English Language ◽  
Female Students ◽  
First Year ◽  
Male And Female ◽  
Efl Students ◽  
Preparatory Year ◽  
First Year University ◽  
The Impact ◽  
The Relationship

The purpose of the current research is to scrutinize the relationship between metamemory and EFL learners` achievement. The participants were 250 first year university students who were chosen from a large sample of the preparatory year Science and Humanities streams at Taif University, Taif, Saudi Arabia. The objective of the research is twofold: (a) to assess whether metamemory can predict English language skills achievement (listening, speaking, reading, and writing, and (b) to assess if there exist notable discrepancies between male and female students and the different academic streams (the science stream and the humanities stream) on the metamemory factors. Students` metamemory was measured by the Metamemory questionnaire (SMSQ) of Tonkovic and Vranic (2011). The results of this study show that metamemory is a good predictor of the EFL students` language learning skills achievement. It also indicates that there are differences between male and female students on the metamemory factors in favor of females. Furthermore, the findings reaffirm that there are differences between the academic streams, in favor of the science stream.  

scholarly journals Learner Autonomy and its Existing Practices: A Comparison between EFL Students of Various Disciplines in the Context of Pakistan

2020 ◽  
Vol V (I) ◽  
pp. 596-608
Author(s):  
Ayesha Butt ◽  
Faisal Anis ◽  
Amna Yousaf
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
The Arts ◽  
Science Group ◽  
Efl Students

Learner autonomy refers to a state where a learner seeks the understanding of the concepts more independently, takes charge of his own learning and becomes more motivated and self-supportive towards the learning procedures. The present study explored the existing practices of EFL learners with reference to autonomy practices, in the context of Punjab, Pakistan. The autonomy of the learners was examined through their use of foreign language learning strategies. The sample of the study consisted of 104 university students from arts and science groups. The results indicated that the students of science group were using more autonomous learning strategies as compared to the arts group.

scholarly journals Fostering Learner Autonomy through Foreign Language Learning Strategies among Pakistani EFL Learners

2019 ◽  
Vol IV (II) ◽  
pp. 41-49
Author(s):  
Ayesha Butt ◽  
Uzma Quraishi ◽  
Sameera Ayub Bhatti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Active Engagement ◽  
Language Learning Strategies ◽  
Efl Learners ◽  
Language Classrooms ◽  
Efl Students

Learner autonomy refers to the practical situations and interventions of learning, where individual independence of a learner is given more attention (Smith, 2008). Learner autonomy (LA) can be promoted in foreign language classrooms by using foreign language learning strategies and it can pave the way for successful learning outcomes (Kim, 2013). Foreign language learning strategies (FLLS) are the behaviors, techniques and active engagement of learners (Ellis, 2008). The present study identified the foreign language learning strategies (FLLS), used by the Pakistani students at the tertiary level, where they were found to be unaware of the phenomena. Then a learner-training program based on FLLS was designed and implemented on the sample of 50 EFL students to foster autonomy. The research through an experiment of intervention found the effectiveness of the program with reference to LA development, the enhanced use of FLLS by students and the stimulation of their interest.

scholarly journals BARBIE SAVIOR: POLITICIZING VOLUNTOURISM THROUGH INSTAGRAM PARODY

2021 ◽  
Author(s):  
Anastazya Vydelingum
Keyword(s):  
Social Media ◽  
Mixed Methods ◽  
Key Words ◽  
Research Paper ◽  
Social Critique ◽  
Major Research ◽  
Short Term ◽  
Mixed Methods Approach ◽  
Volunteer Experiences

This Major Research Paper explores the Barbie Savior parody Instagram account to understand how the account attempts to politicize voluntourist/local relationships and how its posts constitute a strategy of social critique. Barbie Savior Instagram posts parody the white saviour complex enacted by short term missionaries who post their volunteer experiences on social media. A mixed methods approach provides quantitative and qualitative insights into how this intersectional critique addresses the phenomenon of voluntourist selfies on Instagram that promote a self-brand centered on touristic and religious authenticity through strategic use of captions and hashtags. Key words: Voluntourism; Short Term Missions; Instagram; Parody; White Saviour Complex; Authenticity

scholarly journals BARBIE SAVIOR: POLITICIZING VOLUNTOURISM THROUGH INSTAGRAM PARODY

2021 ◽  
Author(s):  
Anastazya Vydelingum
Keyword(s):  
Social Media ◽  
Mixed Methods ◽  
Key Words ◽  
Research Paper ◽  
Social Critique ◽  
Major Research ◽  
Short Term ◽  
Mixed Methods Approach ◽  
Volunteer Experiences

This Major Research Paper explores the Barbie Savior parody Instagram account to understand how the account attempts to politicize voluntourist/local relationships and how its posts constitute a strategy of social critique. Barbie Savior Instagram posts parody the white saviour complex enacted by short term missionaries who post their volunteer experiences on social media. A mixed methods approach provides quantitative and qualitative insights into how this intersectional critique addresses the phenomenon of voluntourist selfies on Instagram that promote a self-brand centered on touristic and religious authenticity through strategic use of captions and hashtags. Key words: Voluntourism; Short Term Missions; Instagram; Parody; White Saviour Complex; Authenticity

scholarly journals Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context

2018 ◽  
Vol 4 (2) ◽  
pp. 48-58 ◽  
Author(s):  
Abduljalil Nasr Hazaea ◽  
Ali Abbas Alzubi
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Search Engines ◽  
Learner Autonomy ◽  
Internet Search ◽  
Reading Materials ◽  
Preparatory Year ◽  
Reading Context

Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students’ portfolios, which reported the participants’ traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants’ LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners’ own tasks and writing skills.

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