scholarly journals Autonomy and Complexity in Social Learning Space Management

2017 ◽  
pp. 183-193
Author(s):  
Garold Murray
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Applied Linguistics ◽  
Learner Autonomy ◽  
Learning Space ◽  
Space Management ◽  
Complex Dynamic Systems ◽  
Language Classrooms ◽  
Multiple Case ◽  
The Impact

Over the past four decades, learner autonomy in language learning has been quietly moving across what might be viewed as three paradigms in applied linguistics. When learner autonomy was introduced in the late 1970s, language classrooms were largely teacher-dominated. At that time, learner autonomy offered a much-needed focus on learners as individuals capable of accepting responsibility for all aspects of their learning. Later, as Vygotsky’s (1978, 1986) neo-constructivist theories became known, learning came to be seen as being socially mediated; and the field of applied linguistics experienced ‘a social turn’. Now it is widely recognized that learner autonomy develops more through interdependence rather than independence. Currently in the field of applied linguistics, ecology and complexity thinking are becoming more widespread. This article explores the impact that this theoretical shift might have on the work being carried out in social learning spaces. By drawing on themes arising from an ethnography, a multiple case study, and a narrative inquiry investigating a social learning space, this article looks at how managers might facilitate the emergence of affordances for learning by fostering conditions for complex emergence. It begins by situating the research within the literature, and providing an overview of pertinent aspects of theories of complex dynamic systems and space and place. Then, illustrating the points with themes and anecdotes from the three studies, suggestions are made as to how learning space managers might support the emergence of affordances for learning through attention to distributed control, neighbour interactions, reciprocity, randomness, and physical design features of the learning space.

scholarly journals Self-Access Environments as Self-Enriching Complex Dynamic Ecosocial Systems

2018 ◽  
pp. 102-115
Author(s):  
Garold Murray
Keyword(s):  
Social Learning ◽  
Language Learning ◽  
Complex Dynamic ◽  
Learning Space ◽  
Complex Dynamic Systems ◽  
The Social ◽  
Multiple Case ◽  
Central Argument ◽  
Data Informed

The central argument of this paper is that self-access centres transformed into social learning spaces have the potential to become self-enriching complex dynamic ecosocial systems. As such, they can support the emergence of a wide variety of affordances for language learning. While complex dynamic systems cannot be created and the process of emergence cannot be engineered, research suggests that both can be facilitated. To illustrate these points, I draw on the findings of three studies carried out in a social learning space at Okayama University in Japan: a five-year ethnography, a multiple-case study, and a narrative inquiry. I begin by describing the social learning space, outlining the studies and providing an overview of the theoretical orientations which guided the interpretation of the data. Informed by these bodies of theory and results from the studies, I then discuss why it is important to have a social learning space with the potential to become a complex dynamic ecosocial system. The paper concludes with an exploration of how educators might go about facilitating the emergence of self-enriching complex dynamic ecosocial systems.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 194-212 ◽  
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

Mobile Technology and Learner Autonomy in Language Learning

2015 ◽  
pp. 291-309
Author(s):  
Zineb Djoub
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
English Teachers ◽  
Learner Autonomy ◽  
Classroom Context ◽  
Learning Space ◽  
Mobile Assisted Language Learning ◽  
New Learning ◽  
Learning Modes ◽  
Language Content

Mobile-Assisted Language Learning (MALL) provides learners with the chance to experience new learning modes that go beyond the classroom context, offering them more flexibility, learning choices in terms of language content, ways of its delivery, learning space, and time, thereby enhancing their learning autonomy. But how are English teachers using MALL? In the attempt to answer this question, a survey is carried out with a sample of 42 English teachers. The results show that the limited use of such devices is not likely to help the learners develop autonomy since it does not go beyond the objective of enhancing their knowledge of this language. This study also reveals learners' difficulties in using these devices, the skills needed, and the kind of support these teachers require. In light of these findings, a list of recommendations is suggested to enhance MALL.

scholarly journals Effect of Oral Corrective Feedback on Language Skills

2019 ◽  
Vol 9 (6) ◽  
pp. 672
Author(s):  
Radiah Alsolami
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Language Skills ◽  
Corrective Feedback ◽  
Teachers And Students ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
The Common ◽  
The Impact

Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.

Neurostimulation and Pupillometry: New Directions for Learning and Research in Applied Linguistics

2020 ◽  
Vol 40 ◽  
pp. 56-77 ◽  
Author(s):  
Nick B. Pandža ◽  
Ian Phillips ◽  
Valerie P. Karuzis ◽  
Polly O'Rourke ◽  
Stefanie E. Kuchinsky
Keyword(s):  
Language Learning ◽  
Applied Linguistics ◽  
Reaction Times ◽  
Cognitive Effort ◽  
Tone Languages ◽  
Transcutaneous Vagus Nerve Stimulation ◽  
Language Outcome ◽  
Anniversary Issue ◽  
Mandarin Tones ◽  
The Impact

AbstractThis paper begins by discussing new trends in the use of neurostimulation techniques in cognitive science and learning research, as well as the nascent research on their application in second language learning. To illustrate this, an experiment designed to investigate the impact of transcutaneous vagus nerve stimulation (tVNS), which is delivered via earbuds, on how learners process and learn Mandarin tones is reported. Pupillometry, which is an index of cognitive effort, is explained and illustrated as one way to assess the impact of tVNS. Participants in the study were native English speakers, naïve to tone languages, pseudorandomly assigned to active or control conditions, while balancing for nonlinguistic pitch ability and musical experience. Their performance after tVNS was assessed using a range of more traditional language outcome measures, including accuracy and reaction times from lexical recognition and recall tasks and was triangulated with pupillometry during word-learning to help understand the mechanism through which tVNS operates. Findings are discussed in light of the literatures on lexical tone learning, cognitive effort, and neurostimulation, including specific benefits for learners of tone languages. Recommendations are made for future work on the increasingly popular area of neurostimulation for the field of applied linguistics in the 40th anniversary issue of ARAL.

The impact of explicit strategy instruction on EFL secondary school learners’ reading

2021 ◽  
pp. 136216882199415
Author(s):  
Muthita Chinpakdee ◽  
Peter Yongqi Gu
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Strategy Instruction ◽  
Reading Tests ◽  
Positive Attitudes ◽  
Explicit Strategy Instruction ◽  
Language Classrooms ◽  
Reading Test Scores ◽  
Based Instruction ◽  
The Impact

This article reports findings from a larger research project which aimed to promote learner autonomy among Thai secondary school learners of English as a foreign language (EFL) through strategy-based instruction (SBI). The study involved 30 learners from an intervention class and 32 learners from a comparison class. Nine strategies were introduced to the intervention class learners over a semester with the purpose of helping them develop essential skills for strategic and autonomous language learning. This article focuses on examining how explicit teaching of strategies in class affected learners’ reading scores and approaches to reading. It also observes the effects of SBI on learners’ perceptions of their ability to read English. Findings from the pre-, post- and delayed reading tests and think-aloud reading sessions showed significant increase in the intervention class learners’ reading test scores and their enhanced strategic approaches to reading. Group interviews further revealed learners’ positive attitudes towards English reading and increased confidence in their ability to manage their reading process independently. This article argues that explicit strategy instruction can help language learners develop essential strategic skills to process English texts. It also discusses how SBI can be effectively implemented in language classrooms.

scholarly journals Developing learner autonomy in language learning: A study in the Thai EFL secondary school context

2021 ◽  
Author(s):  
◽  
Muthita Chinpakdee
Keyword(s):  
Secondary School ◽  
Language Learning ◽  
Learning Process ◽  
Classroom Practices ◽  
School Context ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Language Classrooms ◽  
Group Interviews ◽  
Based Instruction

<p>Learner autonomy, primarily defined as “the ability to take charge of one’s own learning” (Holec, 1981, p. 3), has gained much research interest in the field of language learning and teaching due to its potential contribution to effective language learning. Although the concept of learner autonomy has been extensively discussed in the literature, little research has empirically investigated how this concept is realized in language classrooms.  This research explored learner autonomy and its development in the Thai secondary school context. The research was structured in two phases. The first phase of the study was an exploratory phase conducted to identify the Thai teachers’ perspectives towards learner autonomy and how their classroom practices prepared learners for autonomous learning. Data were collected through class observations, teacher interviews and learner group interviews. The findings revealed that although the teachers shared positive views about learner autonomy and regarded it as a useful concept, they did not sufficiently promote autonomous learning in their classroom practices. Learners’ accounts of their learning experiences also indicated that their classrooms did not prepare them methodologically and psychologically to take responsibility for their own learning. Findings from the exploratory phase indicate that the teachers’ use of the teacher-led teaching method as well as the learners’ lack of skills and confidence in their ability to direct their learning process could pose significant challenges to learner autonomy development. Building on findings from the first phase, the second phase of the study featured a strategy-based intervention program designed to promote learner autonomy. This intervention phase involved 30 learners from an intact class in which the strategy-based instruction program was implemented, and 32 learners from a comparison class who received regular English lessons. Data regarding the intervention’s impacts on learners’ development of knowledge and skills to direct their learning were obtained from learner group interviews and weekly learning journals while the intervention’s influence on learners’ language proficiency was observed through reading think-aloud sessions and three sets of reading tests. Findings revealed that strategy-based instruction was an effective means to raise learners’ awareness of their learning process and foster autonomous learning. First, the intervention lessons significantly contributed to learners’ gradual development of knowledge and skills to independently direct their learning process. Secondly, learners’ learning experiences during the intervention also motivated them to create learning opportunities in which they can interact purposefully and creatively with English. Furthermore, learners’ strategic approaches to learning appeared to have led to their increased scores in English reading. In sum, this study indicates that learner autonomy is a viable goal in the Thai educational context. It also provides empirically-grounded insights into the process of developing learner autonomy in language classrooms and reveals factors that can mediate the process. Findings from this study contribute to the current understanding about learner autonomy in language learning and offer practical implications for teachers in creating a learning space to promote autonomous learning.</p>

scholarly journals Exploring Difference in Gender Perceptions Towards Teacher's Motivational Behaviour in English Language Classroom

2020 ◽  
Vol 6 (1) ◽  
pp. 331-338
Author(s):  
Zulfiqar Ali ◽  
Farzana Masroor ◽  
Tariq Khan
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Attitudes ◽  
Important Variable ◽  
Gender Perceptions ◽  
Language Classroom ◽  
Language Classrooms ◽  
The Impact ◽  
English Language Classrooms

The role of a teacher is crucial for language learning specifically in English language classrooms. An important variable in this regard is the gender of students. This study investigates the impact of gender on language learning motivations of students studying at the undergraduate level in the City University of Science and IT and Institute of Management Sciences, Peshawar. Questionnaire data were collected from 175 students. The variables of the study include gender and its relationship with language attitudes and motivation. The results revealed that there exists the relationship between gender differences in variables under consideration. Female students had more expectations as compared to their male fellows. The study has useful pedagogical implications.

scholarly journals The Development of FL Oral Production and Autonomy Through Peer Collaboration and the Use of ICT

2018 ◽  
pp. 371-386
Author(s):  
Terezinha Maria Sprenger ◽  
Rosinda de Castro Guerra Ramos
Keyword(s):  
Social Learning ◽  
Teacher Development ◽  
Teaching And Learning ◽  
Teacher Education Program ◽  
Learner Autonomy ◽  
Peer Collaboration ◽  
Learning Space ◽  
Oral Production ◽  
Course Of Action ◽  
Brazilian Students

This paper focuses on the development of learner autonomy and foreign language oral production through peer collaboration in a Brazilian teacher education program. Brazilian students seldom have the opportunity to speak English beyond the classroom. In pre-service English teacher development, few students are proficient in the language, and to become teachers, they all need to make the most of opportunities to improve their competence in the language and to familiarize themselves with all the aspects of teaching and learning. This situation and the fact the university had an underused ICT laboratory for teacher development, led to the organization of a social learning space to stimulate autonomous work and collaboration among students beyond the classroom. A few students participated as volunteer collaborators, and their engagement in the activities was analyzed to find out whether they had opportunities to develop autonomy and oral skills. The aim of the paper is twofold: first, to describe the course of action designed for this context, drawing from literature on learner autonomy (Benson, 2000, 2011; Dam, 2000; Kohonen, 1992; Little, 1996; 1997; Murray, 2014) and social learning spaces (Allhouse, 2015; Heigham, 2011; Murray, 2014); and second, to discuss the development and preliminary results of this process.

scholarly journals Social Language Learning Spaces: Globalization Glocalized

2017 ◽  
pp. 235-246
Author(s):  
Garold Murray ◽  
Mariko Uzuka ◽  
Naomi Fujishima
Keyword(s):  
International Students ◽  
Social Learning ◽  
Language Learning ◽  
Japanese Society ◽  
Theoretical Orientation ◽  
Learning Spaces ◽  
Learning Space ◽  
The Social ◽  
National University ◽  
Local Students

In this era of globalization, Japanese universities will have to accommodate an increasing number of local students wishing to learn foreign languages and they will also have to welcome more international students to their campuses. While universities will undoubtedly take steps to ensure that both groups have positive educational and intercultural experiences, we contend that it is also incumbent upon them to implement measures designed to facilitate the adaptation of international students to Japanese society. In this article, we examine the role social learning spaces can play in helping universities respond to these challenges. We argue that these facilities can make an invaluable contribution by supporting language learning and cross-cultural acclimatization for both international and Japanese students. The term social learning spaces refers to places where students can come together in an informal or quasi-formal environment in order to learn from and with each other. To illustrate our points, we draw on the data from a five-year ethnographic inquiry carried out at one such facility on the campus of a large national university. After describing the social learning space, outlining the study, and tracing the theoretical orientation guiding the interpretation of the data, we focus on the benefits social learning spaces can afford international students wishing to improve their language skills and adapt to Japanese society. To conclude, we reflect on how social learning spaces can support the process of glocalization by making local universities more globalized places.

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