scholarly journals Autonomous Language Learning in a Work-cycle: Learners’ Perceptions, Beliefs and Behaviors

2020 ◽  
pp. 67-85
Author(s):  
Shirin Sadaghian ◽  
S. Susan Marandi ◽  
Hasan Iravani
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Personal Learning ◽  
Learning Framework ◽  
Evaluation Phase ◽  
Work Cycle ◽  
And Behaviors

The present study reports on an attempt to apply the principles of autonomous learning within the curriculum of an online course for teaching English to Iranian adult language learners. The contents of the course (i.e. general English) were delivered using work-cycles (Legenhausen, 2003) and were completed in the form of students’ projects. Each work-cycle started by setting personal learning goals in the planning and negotiation phase, deciding on the project in the decision-making phase, completing the actual project in the project phase, followed by an evaluation of the outcomes in the evaluation phase. Different phases of the cycle fitted autonomous learning framework, enabling the implementation of the principles of learner autonomy. Finally, after the actual implementation of the principles of learner autonomy through work-cycles, learners’ perceptions were assessed to estimate the efficiency of autonomous learning using work-cycles which revealed an overall positive pattern of beliefs. However, despite general success of work-cycles in implementing autonomous learning, a gap between learners’ autonomous beliefs and behaviors was observed which necessitates further preparation in the form of awareness-raising.

scholarly journals The English-Majored Sophomores’ Self-Perception of Autonomous Language Learning

2019 ◽  
Vol 12 (12) ◽  
pp. 119
Author(s):  
Truong Minh Hoa ◽  
Nguyen Thi Thu Thuy ◽  
Luu Thi Huyen Tran
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Mixed Methods Research ◽  
Language Education ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Main Concern ◽  
Self Perception ◽  
Roles And Responsibilities

Learner autonomy, which places the great emphasis on the learners’ independent roles and responsibilities in their learning process, has become the main concern of language education for over three past decades. It is important to investigate the language learners’ self-perception of their autonomous responsibilities, their possession of autonomous abilities, and their enactment of autonomous in-class and out-of-class behaviors. Thereby, the current study adopted features of a mixed-methods research design to examine these autonomous dimensions as perceived by university learners. A sample of eighty English-majored sophomores from Hung Vuong University, Vietnam was recruited for the current study. Their self-perception of autonomous language learning was elicited through two instruments of a thirty-two-item questionnaire and a nine-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that the majority of the participants positively acknowledged the importance of learner autonomy, discerned their gained autonomous learning responsibilities, recognized their existing autonomous abilities, and unveiled some enacted autonomous learning behaviors inside and outside class.

scholarly journals The first five days

2016 ◽  
Vol 46 (1) ◽  
pp. 94-104
Author(s):  
Amanda Romjue
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Learning Framework ◽  
Educational Culture ◽  
Motivation For Learning ◽  
Language Classes ◽  
Successes And Challenges

Facilitating lifelong language learning amongst students is a frequently mentioned goal of many language teachers. Teachers want their students to fall in love with the cultures and languages they have dedicated their lives to studying. However, igniting the spark for learning beyond the classroom can be a real challenge. In the current educational culture where motivation for learning is too often focused on extrinsic motivations like passing tests and making good grades, how do teachers redirect students toward intrinsic motivations like a love for learning? Research into various fields of study have provided evidence that it typically takes at least ten years of concerted effort to master most skills. From this premise it stands to reason that in order for language learners to reach higher levels of language proficiency, there is a need to promote learner autonomy that extends learning beyond the language classes students take in schools. Facilitating learner autonomy requires a reconceptualization of the way language classes are structured. Building upon goal theories, task-based language learning, and deep reflection within a transparent learning framework can help to provide students with the skills to continue learning beyond the classroom. This framework can set students on a more self-directed path toward language learning that is both intrinsically motivating and engaging. Throughout my own research and practice I have begun to develop a process to facilitate this type of learning environment for my students. In this paper, I share my own successes and challenges as I spent the first five days of a semester establishing expectations for facilitating learner autonomy.

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

The importance of the self: using online diaries in the EFL classroom

2021 ◽  
Vol 11 (2) ◽  
pp. 395-412
Author(s):  
Micòl Beseghi
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Expressive Writing ◽  
English Language ◽  
Self Regulation ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Self Awareness ◽  
Final Questionnaire ◽  
Diary Writing

Abstract Learner journals, diaries, and logs have been used in a variety of learning contexts, including foreign language learning. This paper investigates how diary writing can be used in the EFL classroom to encourage students to express their identities through the language they are learning; it is also a way of supporting them in their quest for greater autonomy, with a view to exploring the interconnections between learner autonomy, learner self (L2 self), and learner emotions. More specifically, it will be shown how reflective writing – in the form of online diaries – can offer learners an important tool to explore their thoughts and emotions and reflect on their identity as learners and users of English. Moreover, diaries are a qualitative research tool for teachers and scholars, who can examine metacognitive and affective aspects of language learning. The paper reports a study conducted within a university English Language course, in which the students were encouraged to keep a reflective online diary throughout a semester. The analysis of their personal and expressive writing has shed light on their need to speak as themselves, not just as language learners, and to explore their emotions, both positive and negative. A final questionnaire has revealed that the students were generally positive about the activity, highlighting its usefulness in terms of learner autonomy, self-awareness, and self-regulation.

Roles in autonomous language learning

1998 ◽  
Vol 21 (2) ◽  
pp. 61-78 ◽  
Author(s):  
Sara Cotterall
Keyword(s):  
Individual Differences ◽  
Language Learning ◽  
Critical Dimension ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teacher Roles ◽  
Culture Learning

Abstract The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individuals actually adopt. The paper concludes by considering how new or modified roles might most effectively be presented.

scholarly journals Fostering students’ autonomy in learning English in nonlinguistic university

2020 ◽  
Vol 75 ◽  
pp. 03007
Author(s):  
Oksana Pershukova ◽  
Nina Nikolska ◽  
Oksana Vasiukovych
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Control Group ◽  
First Year ◽  
First Year Students ◽  
Autonomy Development ◽  
Special Approach ◽  
And Control

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

Learner Autonomy and Vocabulary Development for Saudi University Female EFL Learners: Students’ Perspectives

2019 ◽  
Vol 11 (1) ◽  
pp. 166
Author(s):  
Norah Mansour Almusharraf
Keyword(s):  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
English Language ◽  
Sense Of Self ◽  
Vocabulary Development ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Face To Face ◽  
Efl Students

This qualitative case study examined how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for the purpose of English vocabulary development were investigated, as well as their adapted methods for learning English. Data collection included face-to-face semistructured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language and showed how various autonomous learning methods developed their sense of self-possession.

scholarly journals EXPLORING EFL STUDENT TEACHERS READINESS AND GENDER DIFFERENCES OF LEARNER AUTONOMY

2020 ◽  
Vol 1 (383) ◽  
pp. 288-299 ◽  
Author(s):  
C. Fauzi ◽  
B. Basikin ◽  
Sh. Duisenbayeva ◽  
G. Kassymova
Keyword(s):  
Gender Differences ◽  
Language Learning ◽  
Student Teachers ◽  
Positive Attitude ◽  
Learner Autonomy ◽  
Project Based Learning ◽  
Autonomous Learning ◽  
Male Students ◽  
Essential Variable ◽  
Significant Difference

Despite its importance for successful English as a Foreign Language (EFL) language learning and the abundance of scientific works of learner autonomy, this construct has not received decent attention in the Indonesian context. Further, gender differences in learner autonomy as an essential variable that has not been well-researched were also included in this study. The authors conducted a mix-method study to explore the fourth-year student teachers’ conceptualization, attitudes, and readiness for learning autonomy by employing a 43 items questionnaire survey adapted from Karabiyik (2008) to a total of 120 participants (156 male and 164 female) and interview questions to 6 volunteers. The qualitative data implied that the participants had an insufficient understanding of learner autonomy even though they exhibited a positive attitude towards this construct. The overall results of quantitative data suggested that the student teachers were not ready for learner autonomy indicated by the tendency to teacher-centered teaching which might be accounted for by low proficiency in English reflected by low engagement virtually in the majority of the autonomous learning activities. Furthermore, in terms of gender differences in learner autonomy, the t-test results demonstrated that no significant differences between male and female student teachers in terms of the responsibilities of autonomous learning, decision-making abilities, and engagement of autonomous learning outside the class. However, a significant difference was found between genders and engagement in autonomous activities in class which favored male students than their female counterparts suggesting that the male students performed more than male students in asking questions to teachers and taking opportunities to practice their English with their peers. The authors concluded that the student teachers were not ready for autonomous learning even though they had a positive attitude. Thus, the authors recommended the teachers to implement teaching methods, for instance, Project-Based Learning which might help to promote learner autonomy in the Indonesian context.

Facilitating Japanese College Students’ Autonomous Learning Outside the English Classroom

2017 ◽  
Vol 41 (5) ◽  
pp. 3
Author(s):  
Tomoko Yabukoshi ◽  
Kazue Kato
Keyword(s):  
College Students ◽  
Language Learning ◽  
Learning Strategies ◽  
Proficiency Test ◽  
English Proficiency ◽  
Autonomous Learning ◽  
Learning Goals ◽  
Learning Support ◽  
Language Learning Strategies ◽  
English Classroom

This study explored the effectiveness of an autonomous learning support program implemented with 23 Japanese college students to promote self-instructed English learning outside the classroom. The program incorporated the following five learning activities: language learning strategies, setting goals, making plans, reflecting and self-evaluating, and receiving feedback from an English teacher, all of which have been considered significant elements of autonomous learning (Benson, 2011; Holec, 1981). At the end of the program, an original questionnaire was administered to the students. English proficiency test scores and evaluation sheets recorded by their teachers were also collected. Analyses of the data showed that: (1) the program had positive impacts on out-of-class learning, such as increasing student motivation, clarifying learning goals, increasing study time, and improving English proficiency; and (2) the students were likely to have difficulties following their study plans when they had less contact with their teachers and classmates. 外国語教育では様々な自律学習支援が教員によって実施されている。本論では日本人EFL大学生23名を対象とした教室外での自律学習支援プログラムの有効性を調査した。プログラムでは先行研究に基づいて、(A)英語学習方略の紹介、(B)学習目標の設定、(C)学習計画の作成、(D)学習の反省と自己評価、(E)教員によるフィードバックの5つの活動を実践した。プログラム終了後、参加者に質問紙を配布し、各活動の有用性や自身の自律学習の変化について尋ねた。さらに教員による学習者評価シートや英語能力テストスコアのデータも収集した。分析の結果、本プログラムの有効性として、参加者の学習意欲の向上、学習目標の明確化、学習時間の増加、英語能力の向上が示唆された。一方、計画的学習の遂行は、教員やクラスメートとの接触が少ない時期に計画の遂行度が低いことが確認された。

Developing an Autonomous Language Learning Framework in a Blended Learning Environment

2013 ◽  
pp. 150-170
Author(s):  
Helen W. M. Yeh
Keyword(s):  
Learning Environment ◽  
Blended Learning ◽  
Language Learning ◽  
Traditional Classroom ◽  
Autonomous Learning ◽  
Learning Framework ◽  
Computer Mediated ◽  
English Competence ◽  
Traditional Classroom Teaching ◽  
Roles Of Teacher

Educational technologies in language learning has undergone a shift from learner’s interaction with computers to interaction with other humans via the computer, and now moves towards the blended learning where traditional classroom teaching methods and computer-mediated activities are combined. However, the effectiveness of the blended learning is still inconclusive. The present chapter examines the effectiveness of autonomous language learning programmes in a blended learning environment and presents a framework that was derived from the programme. The framework describes the roles of teacher, the learning construction, and the learning process for autonomous language learning, and suggests a number of techniques that teachers can use to formulate their teaching plans for the blended learning. Findings revealed that students had favorable attitudes towards the autonomous language learning, the blended learning, and the programme, which could not only motivate them to continue autonomous learning but also improve their English competence.

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