scholarly journals Autonomy and Community in Learning Languages Online: A Critical Autoethnography of Teaching and Learning in COVID-19 Confinement During 2020

2021 ◽  
Vol 6 ◽  
Author(s):  
Jacqueline Dutton
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Language Learner ◽  
Administrative Leadership ◽  
Online Delivery ◽  
Advantages And Disadvantages ◽  
Critical Autoethnography ◽  
Short Courses ◽  
The University ◽  
Government Initiative

During COVID-19 confinement in 2020, there has been a massive increase in learning languages online via a variety of apps, short courses, and as part of higher education on-campus degrees converted to online learning. This study argues that attention to the balance of autonomy and community is vital to successful language learning online. An initial exploration of recent scholarship on autonomy and community in learning languages online validates this approach to evaluating the situation. The specific phenomenon of online language teaching and learning during 2020 at the University of Melbourne is then presented as an autoethnographic case study and analyzed in the context of this research. In 2020, the author participated in online language learning experiences from several different perspectives. As Head of Languages, she led development of a new undergraduate certificate in languages in response to an Australian Federal Government initiative to offer significant subsidies for online language certificates in 2020. As a keen language learner, she enrolled in one of these certificates to study Italian. As a French lecturer, she converted Matters of Taste—French Eating Cultures, a highly interactive and sensory oriented on-campus subject for advanced French students, to online delivery. The autoethnographic work undertaken in this article aims to examine critically the author’s experiences of teaching and learning in 2020, assessing the advantages and disadvantages of learning languages online from positions of both teacher and learner. These experiences are triangulated with the academic and administrative leadership and coordination required to produce a schema that relates intentions to outcomes in this particularly challenging context. This study is intended to offer insights that may help language educators reflect on their various roles during COVID-19 confinement. In conclusion, this study demonstrates that negotiating the balance between autonomy and community is (still) the key to learning languages online during COVID-19 confinement in 2020.

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

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.

scholarly journals Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 269-275
Author(s):  
Martina Zimmermann ◽  
Sebastian Muth
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Learner ◽  
Critical Perspective ◽  
Future Success ◽  
Neoliberal Ideology ◽  
The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

scholarly journals Incorporating theatre techniques in the language classroom

2015 ◽  
Vol IX (2) ◽  
pp. 115-124
Author(s):  
Abigail Paul
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Native English Speakers ◽  
Language Learner ◽  
Augusto Boal ◽  
Second Language Learner ◽  
Improvisational Theatre ◽  
Language Classroom ◽  
Communicative Approach ◽  
The University

The following workshop was presented at a Foreign Language and Drama Conference at the University of Reutlingen on July 10, 2015. It outlines the use of improvisational theatre techniques in the foreign language classroom by making parallels between the communicative approach to language learning and improvisational theatre techniques learned in various books read and seminars attended by the author throughout the years in numerous cities, but predominantly with Second City Chicago1, iO Chicago2, Keith Johnstone, and Comedy Sportz3. As Friederike Klippel states, “activities are invented, but we rarely know who invented them. Like games or folk songs they are handed on from teacher to teacher” (Klippel 1985: 1). Similarly improvisational activities morph over time, with each teacher adding his or her own personal flair. The seminar is built predominantly on the games and philosophies as outlined by theatre practitioners Augusto Boal, Viola Spolin and Keith Johnstone, but from the viewpoint of the author. While these activities can be used for a variety of purposes with native and non-native English speakers in a number of areas, the focus in the following is on the second language learner. The generally-accepted understanding of a communicative approach to language learning is that it focuses ...

scholarly journals Willingness to Communicate and its Relationship with Emotional Intelligence and Gender Differences

2015 ◽  
Vol 52 ◽  
pp. 87-94 ◽  
Author(s):  
Leila Gholami
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Human Beings ◽  
Emotional Quotient Inventory ◽  
And Gender ◽  
Teaching Learning

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

scholarly journals Blended Learning Mobility Approach and English Language Learning

2019 ◽  
Vol 3 (2) ◽  
pp. 1
Author(s):  
Mazen Ismaeel Ghareb ◽  
Saman Ali Mohammed
Keyword(s):  
Blended Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Language Teachers ◽  
English Language Teaching ◽  
Kurdistan Region ◽  
English Language Teachers ◽  
The University

Although the benefits of blended learning have been well documented in educational research, relatively few studies have examined blended mobilities in education in Kurdistan region government and in Iraq. This study discusses a blended mobility approach for a teacher training program designed for in-service English language teachers (ELT) and investigates its effectiveness by comparing the latest participation of the University of Human Development for computer science and proposing the same program for training English for lecturers and students. The research involved proposes new mobility program for teaching and learning English language and using their language skills in an ongoing business project using several software for communication and management of their projects. Results will show the framework for new blended learning and blended mobilities of many different English language teaching (ELT) aspects.

scholarly journals CALL’s effectiveness in the process of second language learning

2018 ◽  
Vol 2 (1) ◽  
pp. 49-54
Author(s):  
Rawsan Hedo
Keyword(s):  
Language Learning ◽  
Significant Role ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Current Evidence ◽  
Technology In Education ◽  
Evidence Based ◽  
Advantages And Disadvantages ◽  
Points Of View

This paper is presented to illustrate the importance of technology in education. It discusses several factors playing a significant role in the teaching and learning processes. This paper shows how contemporary learners apply various strategies of learning implementing technology for support. This study considers the advantages and disadvantages of utilizing technology in educational settings by examining current evidence-based research and different points of view.

Need and Possible Criteria for Evaluating the Effectiveness of Computer-Mediated Communication

2011 ◽  
pp. 154-164
Author(s):  
Yi-Chieh Ho
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Computer Mediated Communication ◽  
End Users ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Mediated Communication ◽  
Advantages And Disadvantages ◽  
Computer Mediated

Computer-mediated communication (CMC) has been a ‘hot’ topic in computer-assisted language learning (CALL); however, its effectiveness remains uncertain. This chapter reviews the nature of CMC, pinpoints the advantages and disadvantages of incorporating it into language learning, considers factors that may affect the quality of CMC, and identifies possible directions for future studies. The author argues that sound criteria are lacking for the evaluation of the effectiveness of CMC and attempts to identify a set of possible criteria for classroom-based studies drawing from literature in language teaching and learning. The author also urges engineers to consider these criteria when designing new software, so that end users can conveniently measure its effectiveness and record their own progress.

scholarly journals Using Self-Assessment as a Tool for English Language Learning

2019 ◽  
Vol 12 (11) ◽  
pp. 64
Author(s):  
Mohd Hafizuddin Mohamed Jamrus ◽  
Abu Bakar Razali
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Self Assessment ◽  
Advantages And Disadvantages ◽  
The Right ◽  
Learning English

A very important element of formative assessment is giving and receiving feedback. However, most teachers face difficulty in giving students feedback due to various reasons, such as the large number of students in class that makes it time consuming for them to do so. Fortunately, students themselves can be excellent sources of feedback through self-assessment, through which the students would reflect on the quality of their work, judge the degree to which their work reflects explicitly stated goals or criteria, and revise their work if necessary. Under the right conditions, student self-assessment can provide accurate, useful information to promote learning. Self-assessment can also be effective in English language learning, such as: motivating students to learn and reflect on their own English learning; promote critical thinking and reflective practices in learning English; scaffold knowledge of English learning from different English language skills; develop a sense of autonomy in their own learning English; and foster commitment in learning English among many others. This conceptual paper thus seeks to explore the potentials of using self-assessment in English language learning. In this paper, the concept and underlying principles of self-assessment will be introduced. Next, the review of past studies on self-assessment in the context of teaching and learning English as a second or English as a foreign language (ESL/EFL) will be explained. Later, the advantages and disadvantages of using self-assessment in the classroom will be discussed. In the final section, recommendations will be given for the implementation of self-assessment in learning English as a second language (ESL) classrooms.

scholarly journals Communicative Language Teaching in Teaching ESL for University Students

2021 ◽  
Vol 3 (6) ◽  
pp. 49-57
Author(s):  
Le Thi Ngoc Hien
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching English ◽  
Classroom Activities ◽  
Advantages And Disadvantages ◽  
The University ◽  
Learning Language

Although teaching and learning language is not a new topic for researchers, it always inspires educators and linguists. Among new teaching approaches, Communicative Language Teaching (CLT) is a teaching method that emphasizes communicative output. This approach has been widely known worldwide since it was first introduced in the 1970s because of the demand for communication skills of language learners. However, there are still many issues raised because teachers are not similar to this method. In terms of language competence, Chomsky (1957) mentions linguistic aspects like lexis, syntax, phonology and morphology as the central part of learning language, while Hymes (1971) concludes grammatic, semantic, sociolinguistic and pragmatic aspects. Hymes’ (1971) theory and other authors' theories lead to a new breakthrough in developing communicative language teaching in teaching and learning a second language. Compared with the Grammar-Translation method, CLT provides learners with more opportunities to develop their communicative ability and increase the role of learners in teaching and learning second language classroom activities, which is hard to find in other old teaching methods. This paper focuses on the overview of CLT in teaching English as a second language. In particular, it summarises the advantages and disadvantages of CLT comparing with old teaching methods, current trends of CLT, obstacles in applying CLT in the university context. Since then, it helps teachers have a better understanding of CLT and the article also suggests implications of teaching English with CLT in the university context, including designing classroom activities and motivating students.  

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