scholarly journals Learner Autonomy: A Western Hegemony in English Language Teaching to Enhance Students’ Learning for Non-Western Cultural Context

2016 ◽  
Vol 21 (1-2) ◽  
pp. 128-139
Author(s):  
Sarmila Pokhrel
Keyword(s):  
Cultural Values ◽  
Cultural Context ◽  
English Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Learning To Learn ◽  
Western Countries ◽  
Set Up ◽  
Western Hegemony

The paper is concerned about the concept of learner autonomy as a western hegemony in English language teaching to enhance students’ learning for non-Western cultural context. The concept of learner autonomy was developed in the Western countries creating independent and autonomous culture for learners to prepare them; learning to learn, however for it got its continuation as an innovative method to the non-Western countries of dependent culture where parents set up the cultural values and norms for children. Such practice of framing the norms for children is regarded against the cultural assumption of learner autonomy which is considered as Western hegemony for non-Western cultural context. Based on the literature and empirical evidences, the paper argues how learner autonomy as a Western hegemony in English language teaching enhances students’ learning in diverse cultural contexts of non-Western countries. With the conceptual, theoretical and practical understanding, the paper explores how learner autonomy as a Western hegemony in English language teaching enhances students’ learning for non-Western cultural context.Journal of NELTA, Vol. 21, No. 1-2, 2016, Page: 128-139

scholarly journals Critiquing Economic Values in English Language Teaching: Materials Problems and Critical Solutions Facing Teachers

2014 ◽  
Vol 18 (1-2) ◽  
pp. 18-30
Author(s):  
Neil Addison
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Student Response ◽  
Response Data ◽  
Product Placements ◽  
Western Values ◽  
Market Driven ◽  
Conversation Class

This paper contends that the English language teaching industry is implicitly imbued with Western cultural values which, whilst emanating from the ideological discourse of colonialism, have now evolved into an aggressive corporate colonialism. An examination of various materials employed in ELT finds that they are saturated with market driven Western values and product placements, which, if not explicated properly, can confuse students who may come from very different schematic backgrounds (Widdowson, 1990). A more critical classroom approach is therefore advocated, where foreign English language students are encouraged to use vocabulary to critique cultural contents encountered in ELT materials, affording them the chance to engage with English more dynamically. A 2012 teaching approach is described, which sought to achieve this aim within the context of a Japanese university English conversation class. The effectiveness of this approach is then assessed and discussed through the examination of quantitative and qualitative student response data. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10327   Journal of NELTA, Vol 18 No. 1-2, December 2013; 18-30

scholarly journals Learner Autonomy Practices in English Language Teaching in EFL Context

2019 ◽  
Vol 1 ◽  
pp. 53-61
Author(s):  
Jagadish Paudel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Qualitative Research Design ◽  
Taking Charge ◽  
The One ◽  
Language Teaching And Learning

Einstein says “I never teach my students. I simply provide the situations in which they can learn”. In line with this saying the learner autonomy (LA) approach provides learners with situations where they can learn independently in their own pace. This learner centered approach to teaching, emerged during the 1980s, aims at empowering learners by transforming responsibilities to them. This study aimed at exploring the practice level scenario of LA in English language teaching and learning. To this end, I employed the qualitative research design i.e. I observed teachers’ classes and conducted Focus Group Discussion (FGD) with the students. The information elicited from participants was transcribed, codified, categorized and finally themes were generated. The study revealed that, though the teachers and the students were affirmative towards LA, in a real sense, the majority of them did not adopt in English language teaching and learning. The classroom ritual is still teacher oriented. On the one hand, the teachers are still in the cockpit of pedagogy without providing any agency for the students. On the other hand, students' readiness for bearing responsibility of their learning was found weak. They preferred attachment to teachers without taking charge of learning.

scholarly journals Role of (Local) Culture in English Language Teaching

2016 ◽  
Vol 21 (1-2) ◽  
pp. 54-60
Author(s):  
Kumar Narayan Shrestha
Keyword(s):  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Vital Role ◽  
English Language Teaching ◽  
Local Culture ◽  
Language And Culture ◽  
Language Classroom ◽  
Meaningful Context

Since language and culture have muscle and bone relationship, the existence of one in the absence of another in unthinkable. But in practice, English language teaching has paid less attention to the local culture. It is commonly believed that the insertion of foreign cultural values is not in line with local cultural values. The insertion of local culture plays vital role in promotion of nationalism, different local cultures and local cultural wisdom. Similarly, it provides cultural identity and meaningful context for learning. Therefore, the main purpose of this article is to shed light on the importance of local culture in the English language classroom. In doing so, it aims at defining culture, language, shows relationship between them and puts forth some pedagogical guidelines. Journal of NELTA, Vol. 21, No. 1-2, 2016, Page:54-60

Student Teachers' Evaluation of the Motivational Strategies Used in Foreign Language Teaching

2010 ◽  
Vol 38 (9) ◽  
pp. 1269-1286
Author(s):  
Sabahattin Deniz
Keyword(s):  
Foreign Language ◽  
Student Teachers ◽  
Cultural Values ◽  
English Language ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
English Language Teaching ◽  
Target Language ◽  
Motivational Strategies

How much importance is attached to motivational strategies in foreign language teaching by student teachers and the extent to which instructors use them in their courses was investigated. The study was performed with 179 student teachers attending the English Language Teaching Department of Mugla University, Turkey. The findings revealed that these student teachers thought motivational strategies were very important for learning a foreign language, and that their instructors use some of these strategies but did not use other strategies considered to be important by the student teachers. Interviews showed that students thought studying the cultural values of the target language facilitates fluent use of that language and assists retention.

scholarly journals Enhancing English Language Teaching through Films in General Foundation Programs

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Praveen Alluri
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Linguistic Competence ◽  
English Language Teaching ◽  
Cultural Aspects ◽  
The Rich ◽  
Authentic Language

Enhancing English Language Teaching (ELT) through films in General Foundation Programs (GFPs), Oman is a practical research paper which aims at exploiting of technologies in ELT in order to develop linguistic competence and learner autonomy of students in the GFP. Research in communicative approach to language has shown that competence in oral and written language grows as the learners actively use the language in and out of the classroom. The aim of this paper is to engage learners in activities that demand their autonomous participation and develop linguistic competence and learner autonomy. The vital question every teacher has to ponder upon is “Can we expect what was taught in the previous class is retained in the next class?” The present study focuses on how films can aid in enhancing ELT in the GFP in Oman. The research data collected will be empirical and qualitative in nature. GFP students will be the main subjects of this research. The research will be carried out on different levels and groups in the GFP. The activities based on films expose the learners to authentic language input, help them learn how language operates and challenge them to use the language independently. The rich visual imagery, the action and motions of the films deliver the learners with multi-sensory involvement (Arcario, 1993). Infusing technology into Education serves a variety of purposes in language teaching. The observation of cultural aspects such as traditions helps to understand the function of the language. By this pragmatic approach an innovative teacher can aid students’ critical thinking skills as well as their linguistic competence. Hence it is suggested that a judicious selection of digital materials along with several learner-friendly tasks can be incorporated in syllabus of ELT.

scholarly journals Learner autonomy assessment of English language teaching students in an international program in Thailand

2021 ◽  
Vol 10 (3) ◽  
Author(s):  
Rosukhon Swatevacharkul ◽  
Nida Boonma
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Learner ◽  
English Language Teaching ◽  
First Semester ◽  
International Program ◽  
High Level

The objective of this study was to assess learner autonomy of English Language Teaching students in terms of technical, psychological, political-philosophical, and sociocultural dimensions. The 19 participants were in their first semester of MA ELT, which is an international program in an international university in Thailand.  Among them, there were 15 Chinese, three Burmese, and one Thai. This study employed the explanatory mixed-methods design. First, Measuring Instrument for Language Learner Autonomy (MILLA) questionnaire (Murase, 2015) was used to collect quantitative data (QUAN). Then, a semi-structured interview with five participants was carried out to gather follow-up qualitative data (QUAL). The findings revealed that, on average, the students demonstrated a high level of autonomy in all four dimensions. The thematic content analysis generated four themes concerning each autonomy dimension: 1) the use of metacognitive strategies through professional goal setting 2) the intrinsic and extrinsic motivation in support of autonomous learning, 3) the teacher as authority partner in a negotiable learning process, and 4) the preference for self-dependence and collaborative learning. The results of the study can be pedagogically contributive to programs similar to the study’s context with regards to learner autonomy awareness and learner autonomy development.

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