scholarly journals Affective Factors in Learner Autonomy

Relay Journal ◽  
2018 ◽  
pp. 128-132
Author(s):  
Phillip A. Bennett
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Social Intelligence ◽  
Peer Assessment ◽  
Age Groups ◽  
Learner Autonomy ◽  
Pedagogical Practices ◽  
Learning Theories ◽  
Affective Factors ◽  
Positive Effects

“The myth that emotions are only a minor part of learning is one of the most amazing confabulations of all time” –––Rebecca L. Oxford, 2013 p. 67 Learning a second language can invoke feelings of enjoyment, stress, accomplishment, failure, excitement, and discouragement. These affective factors have an interdependent relationship with cognition (Damasio, 2000) which can enhance or impede language learning, however, the affectional aspect of the learning process is a largely neglected dimension of language teaching and learning theories (Damasio, 2000; MacIntyre, 2002; Oxford, 2013). Ryan and Deci (2017, p. 351) state that, “Substantial evidence shows that autonomy-supportive versus controlling teaching strategies foster more autonomous forms of motivation in students and the higher quality engagement, performance, and the positive experience associated with it.” They go on to say that the positive effects of autonomy-supportive strategies permeate through all age groups and cultures. Therefore, if language teachers aim to foster an environment where learners have the capacity and desire to take control of their learning, i.e., promote learner autonomy, (Benson, 2011), teachers must not only be aware of the relationship between affect and language learning but also take action by implementing effective affective strategies in our pedagogical practices. This can be accomplished by assisting learners to be aware of their emotions and the meta-affective and affective strategies they can implement in order to better manage them (Oxford, 2011). Such strategies are paying attention to affect, planning for affect, monitoring affect, etc. (Oxford, 2011). Another facet educators must be aware of in the classroom is how autonomy can be socially mediated (Murray, 2014), e.g., mentoring, cooperation, and peer-assessment. Further, being aware and taking appropriate actions also requires educators to exercise their emotional intelligence, which Salovey and Mayer (1990, p. 189) define as “a type of social intelligence that involves the ability to monitor one’s own and others’ emotions, to discriminate among them, and to use the information to guide one’s thinking and actions.” Thus teachers must play an important role by being partners as well as independent learner-practitioners when interacting with students (O’Leary, 2014).

scholarly journals Learner Autonomy in English Language Learning: Vietnamese EFL Learners’ Perceptions and Practices

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Duong Minh Tuan
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Mekong Delta ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Language Instruction ◽  
Autonomous Learning ◽  
Positive Effects ◽  
Efl Students

Learner autonomy has been regarded as an important value which is expected to be present in any English language students as it can have positive effects on their learning. In Vietnam, the notion of learner autonomy has attracted more attention, and various studies have been conducted on teacher beliefs and practices regarding learner autonomy over the last decade. Nevertheless, not much evidence has been provided on how EFL students perceive and practise autonomous learning, especially at a time when there has been a shift towards student-centered instruction. To contribute to bridging this gap, this study is aimed to report on an investigation into Vietnamese EFL students’ perceptions and practices of autonomous learning. Data were collected from 50 English-majored students at a university in the Mekong Delta of Vietnam by using a questionnaire and a semi-structured interview. It was found that the students had an agreement on the importance of learner autonomy in their language learning. However, their perceived level of abilities to act autonomously was just above average. This result was the same as that found on their frequency scale of reported practices of autonomous activities inside and outside the classroom. Therefore, it is suggested that, to better enhance learner autonomy in teaching and learning English in Vietnam, it should be integrated into English language instruction by making it an integral part of EFL curricula.

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

scholarly journals HybridNTELL Model: An Alternative Formula to Foster 21st Century Autonomous EFL Learners

MANUSYA ◽  
2008 ◽  
Vol 11 (2) ◽  
pp. 56-88
Author(s):  
Tavicha Phadvibulya ◽  
Sudaporn Luksaneeyanawin
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
Online Communication ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Discussion Board ◽  
Hybrid Network ◽  
Proximal Development ◽  
Positive Effects ◽  
Performance Development

This paper examines the design and development process of a Hybrid network technology-enhanced language learning (HybridNTELL) model and evaluates its effectiveness. The model is grounded in a Vygotsky-inspired social constructivism approach to foreign language learning. The concepts of Zone of Proximal Development (ZPD) and Mediation underlie the model design framework, generating interactive content-based instruction in a community of practice. The aim of the HybridNTELL model is to foster the EFL learner autonomy required to live and work in a 21st century knowledge-based community. Four dimensions of autonomy were formulated based on literature on social constructivist theory and the current thinking on learner autonomy. The four interactive dimensions were used to inform four different types of task design: reactiveinterdependence, reactive-independence, proactive-interdependence and proactiveindependence which are the key components of the HybridNTELL model. Two platforms for applying the model in an EFL context are asynchronous online communication on a discussion board and synchronous face-to-face communication in the classroom. The use of two specific platforms complementary creates a hybrid learning environment. To evaluate the model’s effectiveness, ninety first year Chulalongkorn University students were recruited in experiment by stratified random sampling method. The students participated in a HybridNTELL environment during a one-semester English foundation course which is compulsory for non-English major students. Findings suggest that the HybridNTELL model yields positive effects on EFL learning autonomy development based on an assessment of the improvement in students’ English proficiency, achievement test scores, curriculum-based holistic performance development and objective language development.

scholarly journals Reverse mentoring and peer coaching as professional development strategies

2018 ◽  
Vol 20 (2) ◽  
pp. 162-169
Author(s):  
Nohora Inés Porras ◽  
Lenys Smith Díaz ◽  
Marlen María Nieves
Keyword(s):  
Professional Development ◽  
Elementary Schools ◽  
Foreign Language ◽  
Language Learning ◽  
Professional Growth ◽  
Teaching And Learning ◽  
Peer Coaching ◽  
Pedagogical Practices ◽  
Pedagogical Tools ◽  
Theoretical Foundations

Presently, learning a foreign language is an essential academic requirement in several contexts, hence the importance and the need for effective teaching in this field at all educational levels starting with the first years of school. As a consequence, teaching and learning in elementary school is a key issue to success in the learner’s future language learning. However, at some public elementary schools in Colombia there are many factors that hinder this process. One of them is the fact that most of the teachers who are in charge of teaching English in elementary schools are not sufficiently trained to do this job (McNulty & Quinchía, 2007). For this reason, the aim of this study is to strengthen the pedagogical practices of the participating teachers. Guided by the theoretical foundations of peer coaching and reverse mentoring, this mixed-methods study examined strategies for professional development via results of an English test, class observations, questionnaires, focus groups, interviews, and journals. Findings show the effectiveness of the proposal in terms of the professional growth of the participants who exchanged teaching experiences and pedagogical tools within a mutual and trusting atmosphere. This helped them to enhance their knowledge about teaching a foreign language and test new teaching techniques and strategies to favor their students’ language learning. 

scholarly journals Design of Feedback in Interactive Multimedia Language Learning Environments

2012 ◽  
Vol 54 (4) ◽  
Author(s):  
Vehbi Türel
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learning Style ◽  
Language Learners ◽  
Teaching And Learning ◽  
Interactive Multimedia ◽  
Learning Theories ◽  
Learning Style Preferences ◽  
Multimedia Environments ◽  
Style Preferences

In interactive multimedia environments, different digital elements (i. e. video, audio, visuals, text, animations, graphics and glossary) can be combined and delivered on the same digital computer screen (TDM 1997: 151, CCED 1987, Brett 1998: 81, Stenton 1998: 11, Mangiafico 1996: 46). This also enables effectively provision and presentation of feedback in pedagogically more efficient ways, which meets not only the requirement of different teaching and learning theories, but also the needs of language learners who vary in their learning-style preferences (Robinson 1991: 156, Peter 1994: 157f.). This study aims to bring out the pedagogical and design principles that might help us to more effectively design and customise feedback in interactive multimedia language learning environments. While so doing, some examples of thought out and customized computerised feedback from an interactive multimedia language learning environment, which were designed and created by the author of this study and were also used for language learning purposes, will be shown.

scholarly journals MODELLING DOMINANT LANGUAGE PEDAGOGICAL PRACTICES TO IMMERSE ARABIC LEARNERS

2021 ◽  
Vol 8 (1) ◽  
pp. 1-16
Author(s):  
Saheed Ahmad Rufai
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Pedagogical Practices ◽  
Successful Outcome ◽  
The European Union ◽  
Dominant Language ◽  
Pedagogical Models ◽  
European Task ◽  
Ultimate Purpose

The achievements of language pedagogical models have been studied through the use of input-output models. While teaching and learning programmes are the input, learners’ achievements are the output. However, some specific models have been found to be more effective and evaluated more than others. It is noted that of all the components of language pedagogical models, the specific language learning strategies employed have received less attention. This study evaluates four dominant language pedagogical models namely the Alliance Francaise Model (for French), the Goethe Institut Model (for German), Instituto Cervantes Model (for Spanish), and the model the European-funded Pan-European Task-based Activities in Language Learning (PETALL) project which is co-funded by the Lifelong Learning Programme of the European Union.  Consequently, the strengths identified are reformulated as principles guiding best language pedagogical practices and translated into curriculum conceptual and design framework for a proposed and tentatively tagged, “The Arabic World”.  The ultimate purpose wass to replicate some of such successful outcome-based dominant language pedagogical practices in the context of Modern Standard Arabic.

scholarly journals Google Docs in Undergraduate online Composition Class

2021 ◽  
Vol 4 (1) ◽  
pp. 65-84
Author(s):  
Hany Zaky
Keyword(s):  
New York ◽  
Learning Styles ◽  
Peer Assessment ◽  
Collaborative Writing ◽  
Age Groups ◽  
Pedagogical Practices ◽  
Writing Classes ◽  
Online Writing ◽  
Google Docs ◽  
Composition Students

Google Docs, as a collaborative online writing tool in Higher Education, facilitates and enhances the Composition pedagogical practices in face-to-face and virtual classes. The purpose of this quantitative study is to investigate the students’ learning styles’ impact on their Peer Assessment using Google Docs. Participants included 149 Composition students in a Public Health College of a private university in New York City. The statistical findings of this study revealed that students’ learning skills in online writing classes could drive their perceptions of using Google Docs as a Peer Assessment Writing tool. These findings highlight the high correlation between students’ desire to interact after writing in English and their perceptions of using Google Docs as a collaborative writing tool. The findings also revealed statistically significant relationships between students’ perceptions of using Google Docs and their preferences of receiving feedback in different language areas. An increase in students’ perception of receiving feedback on their grammar, the flow of ideas, mechanics, quality of ideas, and Vocabulary, in that order, strongly led to an increase in their perceptions of using Google Docs. However, the findings indicate that there was no statistically significant linear relationship between students’ perceptions of their technical skills and their perceptions of using Google Docs in their online writing classes. Median Google Docs’s perceptions of males and females were not statistically different. There were no statistically significant differences in students’ Perceptions of Using Google Docs across the various age groups.

scholarly journals The Interrelationships Between Learner Autonomy and Teacher Autonomy

Relay Journal ◽  
2018 ◽  
pp. 142-146
Author(s):  
Kyoko Gruendel
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Teacher Autonomy ◽  
Approaches To Teaching ◽  
Know How

In order to foster students’ autonomous language learning, teachers themselves must display a degree of autonomy in their approaches to teaching and learning (Benson, 2011). In recent years, many teachers talk about how important it is for their students to be autonomous in their learning. How could teachers ever know how to promote their students’ autonomy if teachers are not autonomous? Little says “…since learning arises from interaction and interaction is characterized by interdependence, the development of autonomy in learners presupposes the development of autonomy in teachers” (Little, 1995, pp. 175). Since teachers influence learners in a great way by interacting with learners in classrooms, it is important for teachers to be autonomous and show their autonomous approaches in their teaching and learning. In this paper, I would like to share my opinions and reflect on the interrelationships between learner autonomy and teacher autonomy.

scholarly journals Assessing oral proficiency for intercultural professional communication: the CEFcult project

2012 ◽  
Vol 20 (1) ◽  
pp. 27
Author(s):  
Ana Beaven ◽  
Antje Neuhoff
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Intercultural Competence ◽  
Formal Education ◽  
Peer Assessment ◽  
Oral Communication ◽  
Learner Autonomy ◽  
Theoretical Background ◽  
Self Assessment ◽  
European Languages

Technology has been part of the language learning process, both inside and outside the classroom, for decades, helping to bridge the gap between different contexts of learning. At the same time, the concept of lifelong-learning has widened our understanding of what learning is, what different forms it can take, and of the importance of considering the learning process as one that will continue once formal education is over and the learner has entered the world of employment. Learner autonomy has also taken a central role, and has brought with it a shift in the role of the teacher in the language learning process. Self-assessment is one aspect of learner autonomy, and is crucial in enabling learners to set themselves clear objectives and thus take responsibility for the leaning process itself. In addition, the importance of including the development of intercultural competence in the language classroom has been advocated by many linguists and educationalists (Kramsch, 1986; Byram et al., 2001; Byram, 2008; Corbett, 2003; Sercu, 2005). It is against this background that the European-funded project CEFcult (2009-2011) was developed. Its main outcome is the production of an online environment for the collaborative assessment of oral skills and intercultural competence in the foreign language. The target groups are language teachers, in-company trainers, those about to start or return to work, and undergraduates and graduates who are preparing themselves for first-time employment. The tool places side by side the widely known and standardised descriptors of the Common European Framework of Reference (CEFR) for spoken production and interaction, and the descriptors for intercultural competence in a professional setting, developed within the Intercultural Competence Assessment (INCA) project. CEFcult provides a set of authentic communication scenarios, each containing various tasks through which learners can assess their skills for intercultural professional purposes in different European languages. Although the tool can also be used autonomously, in a classroom setting, teachers can set the learners suitable scenarios, get them to perform the speaking tasks and record the oral communication activities. After uploading the samples onto the online tool, they can be assessed by the teacher, by other experts (including teachers in other countries), or by other learners. The tool can also be used for self-assessment. By encouraging self- and peer-assessment, CEFcult can positively engage learners in a process of reflexive learning that will lead to greater autonomy. However, it also enables the teacher to be an active part of this same process. After a brief introduction to the theoretical background and pedagogical choices underpinning the project, we will illustrate the pilots carried out at the universities of Dresden and Bologna, and discuss some of the implications for learners and teachers.

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