scholarly journals The Effects of Applying Betts’ Autonomous Learner Model on Iranian Students

2012 ◽  
pp. 310-321
Author(s):  
Nahid Yarahmadzehi ◽  
Elham Bazleh
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Learner Model ◽  
Directed Learning ◽  
Autonomous Learner ◽  
Iranian Students

Classroom-based, teacher-directed language learning has been dominant in language teaching and learning for decades; however, the notion of autonomy is not novel to language teachers. Since the publication of Holec’s book, Autonomy and Foreign Language Learning (1981), autonomy in language learning has been a significant issue for discussion in relation to language learning practices and language teaching principles. Many ESL researchers have turned their attention to learner autonomy in classroom settings; however, learner autonomy in the Iranian context within self-access settings, classroom settings, and school curriculum has not been adequately addressed in the literature. To fill the research gap mentioned above, the present study aims to determine: 1. if Betts’s Autonomous Learner Model (Betts & Kercher, 1999) has any significant effect in terms of students’ self-directed learning readiness, and 2. if Betts’s Autonomous Learner Model has any significant effect on students’ English language proficiency. Adopting a quasi-experimental design, the study involved a comparison between the experimental and the control group. Two instruments were used: Gugliemino’s (1977) Self-Directed Learning Readiness Scale (SDLRS); and standardized TOEFL test. 30 students (group A) were taught English based on a pedagogical model, which blended Betts’s ALM with classroom instruction and 30 students (group B) were taught through a traditional teacher-directed method. Finally, after six months of treatment, TOEFL test and SDLRS test were administered as the post-test and the results were analyzed by means of SPSS software. The results showed that ALM can work with Iranian students as evidenced by generally average performance on SDLRS and TOEFL post-tests.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

scholarly journals PROMOTION OF STUDENT SELF-DIRECTION IN COOPERATIVE LEARNING IN UNIVERSITY

2015 ◽  
Vol 1 ◽  
pp. 396
Author(s):  
Gunārs Strods
Keyword(s):  
Teacher Training ◽  
Cooperative Learning ◽  
Average Level ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Group Data ◽  
Study Results ◽  
Directed Learning ◽  
Learning Development

<p>This article presents results of implementation of principles of direction and liberalization in cooperative learning in teacher training. The purpose of the study was to work out and implement an educational model for promotion of student self-directed learning skills in teacher training in university, and explore the relationships between the cooperative learning process and self-directed learning development. Empirical data were collected through self-directed learning-readiness tests (SDLRS/LPA), student self-assessment questionnaires, and interviews at the beginning and the end of the semester. The data of experiment group were compared with control group data, and 170 students were involved in the study. Results indicate that self directed learning readiness improves through cooperative learning processes for students of all levels, while in traditional process below average and average level students’ readiness improves, and above average level students’ readiness expressions are limited and readiness for self-direction decreases.</p>

scholarly journals Self-Directed Learning for Learner Autonomy: Teachers' and Students' Perceptions

2019 ◽  
Vol 1 ◽  
pp. 62-73
Author(s):  
Luk Gharti
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
Primary Data ◽  
Self Directed Learning ◽  
Teachers And Students ◽  
Directed Learning ◽  
Master Level

The research entitled Self-directed Learning for Learner Autonomy: Perceptions of Teachers and Students was carried out to explore the perceptions about Self Directed Learning (SDL) for Learner Autonomy (LA) and analyze the roles of teachers to engage students in SDL. Considering the objectives, the primary data was collected from five master level English Language Teaching (ELT) teachers and three groups of master level students from Pokhara, Kaski. The purposive non-random sampling procedure was used to select the participants. The study was conducted using in-depth interview and Focused Group Discussion (FGD) tools to collect data. The obtained data from the respondents were analyzed and interpreted using analytical and interpretative procedure. It is a new approach in language teaching and learning in Nepalese context though it has been practicing since earlier. The finding shows that all the respondents have positive perceptions and its great contribution for developing LA. SDL helps learners to achieve better achievement and effective learning. It helps teachers to find the necessary changes and increases motivation to the learners to learn. But because of student’s unawareness, time constraint, no inspirations of institutions, student’s false assumptions, lack of insight knowledge about SDL, etc are creating the challenges in its proper application. In the study, the teachers’ roles are facilitator, helper, and resource provider by creating different situation, encouraging, orientating, inspiring, using Information Communication Technology (ICT) and using multimodality in the classroom.

scholarly journals Promotion of Student Autonomy in Learning the German Language. University Case Study

2020 ◽  
Vol 17 (1) ◽  
pp. 231-253
Author(s):  
Sidona Žvaliauskienė
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
German Language ◽  
Self Directed Learning ◽  
Student Autonomy ◽  
Language Class ◽  
Directed Learning ◽  
University Lecturers

SummaryThe concept of learner-centered teaching is very popular in modern foreign language didactics. Specialized literature emphasizes repeatedly how important it is to enable individual and self-directed learning processes and to support them with advice. It is obvious that autonomy can be seen as a key competence that is urgently needed in a constantly changing world of work. With the principles of learner orientation and learner autonomy, the roles of university lecturers and students are also changing. So it seems to be essential for lecturers to answer the following questions: Under what conditions can self-determined, efficient and successful foreign language learning take place in a university-learning environment? How much freedom students can or want to endure in a foreign language class? What are the limitations of learner-oriented teaching in foreign language classes? This article reports on the implementation of the pedagogical concepts of learner orientation and learner autonomy and shows why the use of the didactic principle of learner autonomy in universities is a challenging task for both teachers and learners. The statements are based on the insights gained during the BA seminar on contemporary German language at Kaunas Vytautas Magnus University.

scholarly journals The Relationship Between Learners’ Self-directed Learning Readiness and their English for Specific Purposes Course Accomplishment at Distance Education in Iran

2013 ◽  
pp. 73-84 ◽  
Author(s):  
Parinaz Mohammadi ◽  
Seyed Mahdi Araghi
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Positive Relationship ◽  
English For Specific Purposes ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Directed Learning ◽  
The Relationship ◽  
Learning Data

The major role of self-directed learning, a sub-division of autonomy, in successful learning at distance education has been informed by various studies. Although learners pass General English courses before studying any ESP courses at distance education in Iran, they sometimes lack the preliminary skills for independent language learning. The current study aimed to explore ESP learners’ self-directed learning readiness (SDLR) and the relationship between SDLR and ESP course accomplishment. Participants were 126 B.A students (33 male and 93 female) studying English for Students of Economy and Management (ESEM) at Tabriz Payam-e-Noor University which is based on distance learning. Data gathered by Guglielmino’s (1978) self-directed learning readiness scale (SDLRS) and a test of ESEM. Data analysis revealed that half of the learners’ SDLR is at an average or below average level, which is likely to be insufficient for conducting successful self-directed language learning (SDLL). Furthermore, the correlation coefficient demonstrated that there is a positive relationship between SDLR and ESP course accomplishment. Therefore, the need for appropriate training to improve learners’ SDLR that directly contributes to a successful ESP learning at distance education in Iran becomes apparent.

scholarly journals Teachers as Self-Directed Learning Guides

2021 ◽  
Vol 2020 (1) ◽  
pp. 259
Author(s):  
Louise Ohashi, et al
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Peer Interaction ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Research And Teaching ◽  
Research Outcomes ◽  
Directed Learning ◽  
Learning Logs ◽  
Planning Action

This article reports on research and teaching methods related to self-directed learning (SDL) that were presented by four SDL teachers in a forum at JALT2020. There is growing interest in the role teachers and institutions can play in fostering learner autonomy (Blidi, 2017; Lai, 2017; Murray, 2014; Ohashi, 2018, 2019). This article addresses the need for greater transparency in the practical aspects of aiding students to take charge of their learning within and beyond classrooms. It shows different ways each author approached the same SDL course that they taught at a university in Tokyo, by introducing language learning histories, future self exploration, planning-action-reflection cycles, negotiated goal contracts, learning logs, and asynchronous peer interaction. Through sharing their experiences, insights, and research outcomes, the authors hope to contribute knowledge of practical ways in which SDL can be approached by teachers and institutions. 本稿では、自己主導型学習（self-directed learning、以下SDL）の授業を担当する4名の教師がJALT2020のフォーラムで発表したSDLに関する研究と教授方法を報告する。学習者の自律性の育成において、教師や教育機関が果たせる役割への関心が高まっている（Blidi, 2017; Lai, 2017; Murray, 2014; Ohashi, 2018, 2019）。本稿は、学生が授業内外で学習に主体的に取り組むための実践的な支援方法の透明性を高めるニーズに応える。著者らは東京の同じ大学で同一科目SDLを担当し、それぞれが言語学習ヒストリー、将来の自分探し、計画―実行―省察サイクル、交渉した目標の契約、学習ログ、非同期ピア・インタラクションという異なるアプローチを実践した。本稿ではこれらの経験、洞察、研究成果を共有し、教師や教育機関によるSDL支援方法に関する知見を提供する。

scholarly journals Effect of Autonomous Learner Approach on Prospective Teachers' Critical Thinking Skills

2021 ◽  
Vol VI (I) ◽  
pp. 369-375
Author(s):  
Nadia Iqbal ◽  
Rafaqat Ali Akbar
Keyword(s):  
Critical Thinking ◽  
Prospective Teachers ◽  
Research University ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Self Directed Learning ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Autonomous Learner

Autonomous learner approach facilitates the learning environment in which students become a responsible and self-directed learner. The purpose of this experimental study was to explore the effect of the autonomous learner approach on prospective teachers' critical thinking skills. The 'quasi-experimental pre-test posttest control group research design' was used for this study. The participants of this study were prospective teachers of M.A. Early Childhood Education, studying at the Institute of Education and Research, University of the Punjab, Lahore'. A self-developed critical thinking skills scale (CTSS) was used for collecting the data. Independent samples t-test and ANCOVA were used to analyse the data. Findings show that there was an effect of the autonomous learner approach on prospective teachers' self-directed learning skills. The conclusion demonstrates that the autonomous learner approach is requisite in developing critical thinking skills among prospective teachers.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

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