A Sociocultural Approach to Learner Autonomy in the Language Classroom

Relay Journal ◽  
2019 ◽  
pp. 17-26
Author(s):  
Tetsushi Ohara
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Sociocultural Theory ◽  
Qualitative Data ◽  
Learner Autonomy ◽  
The Social ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Mediational Means ◽  
Social Views

Approaches to understanding learner autonomy in language learning often contain dichotomous views: those that emphasize individual attributes and those that emphasize social influence. In order to articulate our understanding of learner autonomy, it is necessary to find approaches, which view a dialectic unity between the individualistic views and the social views. Sociocultural theory based on the concept of mediation is an approach, which has potential to offer a unique way to analyze learner autonomy. While using sociocultural theory as the main theoretical framework, this article attempts to understand how students take charge of their learning in the language classroom. Qualitative data indicate that interpersonal relationships between students work as mediational means for students to engage in their learning in the classroom. From this finding, it is argued that by understanding mediational means that students employ and are appropriate in the classroom, we are better able to track the students’ ability to take charge of their own learning.

scholarly journals Assemblage theory: coping with complexity in technology enhanced language learning

2019 ◽  
pp. 280-284
Author(s):  
Blair Matthews
Keyword(s):  
Social Sciences ◽  
Complex Systems ◽  
Language Learning ◽  
Assemblage Theory ◽  
The Social ◽  
Language Classroom ◽  
Language Classrooms ◽  
Theory Of Complexity

Language classrooms are complex systems, but theory often simplifies these processes making researching effectiveness difficult. Assemblage theory – a theory of complexity in the social sciences – allows us to examine complexity in the language classroom. In this paper, I present an account of the language classroom that captures the complexity, subjectivity, and temporality of technology enhanced language learning.

The Use of Weblogs in Language Education

2009 ◽  
pp. 274-291 ◽  
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

The Use of Weblogs in Language Education

2011 ◽  
pp. 1596-1613
Author(s):  
Thomas Raith
Keyword(s):  
Social Interaction ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Discourse Communities ◽  
The Social ◽  
Language Classroom ◽  
The Relationship

This chapter explores in how far Web 2.0, Weblogs in particular, has changed foreign language learning. It argues that Weblogs, along with Web 2.0, have created new genres for which users need new forms of literacy. A qualitative study on the relationship between the online audience of Web 2.0 and learners’ writing processes is presented and the findings are discussed. The study supports the assumption that learners are aware of the social interaction taking place through weblogs and that this awareness of audience influences the writing process. The author’s intention is to point out that Web 2.0 has created new communities of language practice and that foreign language learning is happening in these discourse communities through social interaction. The challenge in foreign language education is to integrate these communities of practice into the foreign language classroom.

scholarly journals Learner autonomy in the light of Freire

2008 ◽  
Vol 24 (spe) ◽  
pp. 493-511
Author(s):  
Christine Siqueira Nicolaides ◽  
Vera Fernandes
Keyword(s):  
Critical Pedagogy ◽  
Language Learning ◽  
Social Environment ◽  
Learner Autonomy ◽  
The Social

Concepts on autonomy in language learning usually converge to the responsibility over one's own learning. This paper aims to emphasize that learner autonomy is also a matter of getting involved with the social environment in which the learner is inserted in. This conception will be analyzed in the light of Freire's Critical Pedagogy. OTÁVIO, considered a "rebel" by his own teachers, is brought up as a case study to illustrate kinds of transformation, which might happen under the influence of the environment and of the opportunities generated in it.

Beyond interaction: the study of collaborative activity in computer-mediated tasks

ReCALL ◽  
2003 ◽  
Vol 15 (1) ◽  
pp. 94-112 ◽  
Author(s):  
GABRIELA ADELA GÁNEM GUTIÉRREZ
Keyword(s):  
Language Learning ◽  
Research Design ◽  
Research Agenda ◽  
Research Work ◽  
Task Design ◽  
Collaborative Activity ◽  
Computer Mediated ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Methodological Considerations

Research, design, implementation, and evaluation of CALL materials needs to be based on sound SLA theories and research. A research agenda of CALL issues needs to be identified and investigated by means of suitable methodology. I propose that a Sociocultural approach to language learning provides a useful theoretical framework to investigate the process of collaborative activity in computer-mediated tasks. Following a brief overview of Sociocultural theory in relation to its claims about the usefulness of collaborative activity in the language classroom, I provide an account of issues to be addressed in task design. Finally, I exemplify from a study currently taking place how collaborative activity in computer-mediated tasks can be empirically studied, and I outline some of the methodological considerations underpinning such research work.

scholarly journals Student Perspectives on Language Learning in a Study Abroad Context

1998 ◽  
Vol 4 (1) ◽  
pp. 91-120 ◽  
Author(s):  
Valerie A. Pellegrino
Keyword(s):  
Study Abroad ◽  
Language Learning ◽  
Social Environment ◽  
Learning Process ◽  
Student Perspective ◽  
The Past ◽  
The Social ◽  
Language Classroom ◽  
The Impact

This chapter offers an overview of research that has been performed over the past 35 years concerning study abroad participants’ perceptions of language and language learning, the role of the language classroom, the influence of the social environment, and the study abroad experience as a whole. The impact of students’ perceptions on the language learning process and the value of student perspective research in the field of SLA are also considered.

scholarly journals The Use of Project-based Learning Focusing on Drama to Promote Speaking Skills of EFL Learners

2018 ◽  
Vol 9 (6) ◽  
pp. 14 ◽  
Author(s):  
Lawarn Sirisrimangkorn
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Qualitative Data ◽  
Teaching Method ◽  
Project Based Learning ◽  
Efl Learners ◽  
Affective Factors ◽  
Language Classroom ◽  
Communicative Context ◽  
Speaking Skills

This study focuses on the use of project-based learning focusing on drama to promote the speaking skills of EFL learners. It also aims to investigate how the use of project-based learning focusing on drama is beneficial to learners’ speaking skills. The participants of this study were EFL learners majoring in English who were enrolled in Learning English through Drama course. The data of the current study was collected quantitatively and qualitatively. Both quantitative and qualitative data analysis revealed that learners’ speaking skills were improved as a result of the use of project-based learning focusing on drama. Moreover, the principles of project-based learning and drama are advantageous for learners’ language learning and speaking skills. Hence, the use of project-based learning focusing on drama is recommended for promoting speaking skills and affective factors. The present study also highlights the advantages of using project-based learning focusing on drama as an effective teaching method as it provides learners with opportunities to speak English and is seen as an enjoyable way for learners to learn a foreign language. Finally, the study recommends the use of project-based learning focusing on drama in the language classroom as it provides learners with opportunities to speak a foreign language in a communicative context.

Japanese perceptions of humor in the English language classroom

2017 ◽  
Vol 30 (3) ◽  
Author(s):  
Peter Neff ◽  
John Rucynski
Keyword(s):  
Social Norms ◽  
Language Learning ◽  
Cultural Sensitivity ◽  
English Language ◽  
Educational Tool ◽  
Student Expectations ◽  
Learning Contexts ◽  
The Social ◽  
Language Classroom

AbstractDespite humor’s promise as an educational tool in language learning contexts, questions of appropriateness, cultural sensitivity, and student expectations cannot be ignored. This is especially the case in a culture such as Japan where the time and place for humor is often dictated by the social norms of “

scholarly journals Perceptions of ELT Students Related to Learner Autonomy in Language Learning

2018 ◽  
Vol 7 (4) ◽  
pp. 76 ◽  
Author(s):  
Gokhan Yigit ◽  
Ozgur Yildirim
Keyword(s):  
Content Analysis ◽  
Language Learning ◽  
English Language ◽  
Qualitative Data ◽  
Language Teaching ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
And Gender

This study mainly aims to investigate the perceptions of ELT (English Language Teaching) students related to learner autonomy in language learning. In order to have a deeper understanding of the perceptions of ELT students related to learner autonomy a total of 20 students are interviewed. The findings gathered are analyzed according to the year of study in the ELT program (from 1st year to 4th year) and gender of the participants. Content analysis is done for the qualitative data and the findings of the qualitative data are organized according to the students’ study years and their gender. The findings indicate that the participants mainly state similar responsibilities, abilities, and activities in terms of their year of study. In addition, qualitative data reveal that although both female and male participants give importance to similar aspects related to responsibilities, abilities, and activities on learner autonomy, they state different reasons for giving importance to those aspects. Additionally, participants give some definitions related to learner autonomy and they prove how versatile the notion of learner autonomy is. 

scholarly journals The Social Dimensions of Learner Autonomy and Self-Regulated Learning

2014 ◽  
pp. 320-341 ◽  
Author(s):  
Garold Murray
Keyword(s):  
Language Learning ◽  
Learner Autonomy ◽  
Pedagogical Practice ◽  
Social Dimensions ◽  
Learning Space ◽  
Self Regulated Learning ◽  
The Social ◽  
Regulated Learning ◽  
Political Dimensions ◽  
The Individual

This paper examines how learner autonomy and self-regulated learning might be related by comparing and contrasting the two constructs. After identifying the traits learner autonomy and self-regulated learning have in common, I argue that in order to understand how they differ we have to look beyond a discrete point comparison of their features. Given that both areas of inquiry have been broadening their focus on the individual learner to include greater recognition of the role of the social environment in the learning process, I expand the scope of my analysis to include their social dimensions. In the ensuing discussion, I explore the notion that their social dimensions encompass emotional, spatial and political dimensions. To illustrate my points, I draw on data from an ethnographic inquiry investigating the experiences of Japanese English foreign language learners participating in a social language learning space on the campus of a large national university. The paper concludes by examining the implications of this theoretical discussion for pedagogical practice and further inquiry.

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