scholarly journals Learners’- produced learning materials: a step towards learner autonomy in EFL Grammar classes

2018 ◽  
pp. 20-42
Author(s):  
Amal Msimeer ◽  
Eman Elmejie ◽  
◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Experimental Research ◽  
Research Study ◽  
Learner Autonomy ◽  
Learning Material ◽  
Structured Interviews ◽  
Learning Materials ◽  
Language Classes

This paper presents an experimental research study in which the two researchers aim to promote learner autonomy in language learning by means of learner-produced learning materials. The study was conducted at the Department of English in the Faculty of Arts in Misurata, Libya during the academic term-spring 2018. The participants were 50 Libyan students who major in English and they were all enrolled in semester 2 and studied Grammar II course. The participants were required to produce their own learning material which was about a particular grammar item. Semi-structured interviews with the participants were undertaken to know about their reaction towards the experience of taking responsibility to create a learning material, what autonomous strategies they were able to develop while designing the learning materials, what type of learning materials they were able to produce. The findings of the current study revealed that learner autonomy can be fostered in EFL classes in Libya and that Libyan students can develop some autonomous learning strategies. It is concluded that learner-produced learning materials can be a successful and an effective tool to promote learner autonomy in EFL (English as a foreign language) classes.

Effects of Cultural Contextualization in Listening Materials on Motivation and Strategy Use

2000 ◽  
Vol 127-128 ◽  
pp. 101-126
Author(s):  
Yasushi Kawai
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Strategy Use ◽  
The Other ◽  
Learning Material ◽  
Learning Materials ◽  
Proper Nouns ◽  
Target Culture

Abstract There are two fundamentally different views regarding which side of culture, i.e., target or base, foreign language learning materials should take. Approaches that emphasize the learner's assimilation into the target culture tend to advocate the use of learning materials which focus on the target side, while those that signify cross-cultural communication are inclined to emphasize the need for information-sending regarding the learner's own culture. From a constructivist perspective, content relevance of learning materials to the learner's existing knowledge is a key ingredient for intrinsic motivation. Acculturation theories, on the other hand, predict that those who are ready to be assimilated in the target culture will have more chance of success in foreign language learning, and therefore learning materials should focus on the target culture. The author conducted a study investigating if the use of culture-bound proper nouns in materials for listening comprehension may influence the motivation towards foreign language learning, which could eventually make a difference in the use of general learning strategies. Japanese learners of English, subjects in this study, were divided into two groups : one which listened to listening materials using Japanese proper nouns such as Hanako, Sapporo, Judo, etc., and the other which listened to those using English counterparts such as Jane, Atlanta, basketball, etc. The other parts of the material were the same. Pre- and post-tests were conducted regarding motivation and strategy use before and after the ten-week-long listening practice. The research results revealed that the expected tendency exists but that was not statistically significant. The researcher further investigated the effects of learning styles. The relationship among these variables is intricate, and foreign language learning appeared multidimensional. The results implies that learning materials do not have to reside on one-side of either base or target cultures. Further investigation is recommended to examine if other means of learning material personalization may affect motivation and strategy use.

scholarly journals A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS

2018 ◽  
Vol 11 (1) ◽  
pp. 1-9 ◽  
Author(s):  
Musarat YASMIN ◽  
Ayesha SOHAIL
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
English Language ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Target Language ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers

Learner autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between learner autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between learner autonomy and English language learning. Teachers believed that autonomy in learners accelerates language learning. Major aspects of learner autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of autonomy in learners accelerates target language proficiency.

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.

TEACHING FOREIGN LANGUAGES AT THIRD-YEAR STUDENTS IN POLAND

2018 ◽  
Author(s):  
Olena Ivashko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Foreign Language Learning ◽  
Educational Needs ◽  
Foreign Languages ◽  
Language Learning Strategies ◽  
Third Age ◽  
The Third

The article tackles the problem of teaching foreign languages to seniors. The general trends in FL education for the third-age learners are outlined. The institutions in which seniors can study foreign languages in Poland are enumerated. The psychological, physiological, methodological and social peculiarities of teaching a foreign language to the third agers are analyzed. Special emphasis is laid upon educational needs of the Third Age learners. Some language learning strategies which help seniors’ foreign language learning are suggested.

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.

An Analysis of Factors Influencing Foreign Language Self-Efficacy Based on C5.0 Decision Tree Algorithm in Data Mining

2014 ◽  
Vol 538 ◽  
pp. 460-464
Author(s):  
Xue Li
Keyword(s):  
Data Mining ◽  
Decision Tree ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Foreign Language Learning ◽  
Decision Tree Algorithm ◽  
Tree Algorithm ◽  
C5.0 Decision Tree

Based on inter-correlation and permeability among disciplines, the author makes an attempt to apply the information science to cognitive linguistics to provide a new perspective for the study of foreign languages. The correlation between self-efficacy and such four factors as anxiety, learning strategies, motivation and learners’ past achievement is analyzed by means of data mining and the extent to which the above factors affect self-efficacy in language learning is explored in this paper. The paper employs the decision tree algorithm in SPSS Clementine. C5.0 decision tree algorithm is adopted to analyze data in the study. The results are elicited from the researches carried out in this paper. The increased anxiety is bound to weaken learners’ motivation over time. It is obvious that learners have low self-efficacy. It is very important to employ strategies in foreign language learning. Ignorance of using learning strategies may result in unplanned learning with unsatisfactory achievements in spite of more efforts involved. Self-efficacy in foreign language learning may be weakened accordingly. Learners’ past achievement is a reference dimension in measuring self-efficacy with weaker influence.

Anxiety in reading and listening English as a foreign language in Chinese undergraduate students

2017 ◽  
Vol 22 (6) ◽  
pp. 719-738 ◽  
Author(s):  
Bonnie Wing-Yin Chow ◽  
Hey Tou Chiu ◽  
Simpson W. L. Wong
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Learning Motivation ◽  
Behavioral Correlates ◽  
Listening Anxiety ◽  
Mediation Analyses ◽  
Chinese Undergraduates ◽  
Efl Learning

This study tested relationships between foreign language (FL) reading and listening anxiety and learner variables in English as a foreign language (EFL). It tested links between foreign language anxiety (FLA) and its cognitive, affective and behavioral correlates in English (i.e. language learning strategies, learning motivation, and performance). Three-hundred-and-six Chinese undergraduates learning EFL were administered the measures via a questionnaire. Regression analyses indicated that EFL performance and EFL motivation were key factors that uniquely predicted EFL reading and listening anxiety. However, the role of EFL learning strategies was not significant after the effects of EFL performance and EFL motivation were controlled for. Despite this, mediation analyses revealed that EFL learning strategies had a significant indirect effect on EFL reading performance and listening anxiety levels with EFL learning motivation as a mediator. This suggests its secondary role in affecting FL anxieties. These findings provide important implications regarding assessment of students’ FL anxiety level as well as identification of and intervention for those with FL difficulties. These findings have extended past studies by highlighting the relative importance of these cognitive, affective and behavioral correlates on Chinese undergraduates’ EFL anxiety in specific domains.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

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