Learner Autonomy Search Engine & Repository

Relay Journal ◽  
2019 ◽  
pp. 212-217
Author(s):  
Sin Wang Chong ◽  
Jo Mynard ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Rapid Development ◽  
Learner Autonomy ◽  
Language Learner ◽  
Language Teachers ◽  
Educational Technologies ◽  
Learning Program ◽  
Self Regulated Learning ◽  
Learning Skill ◽  
Potential Opportunity

The notion of language learner autonomy, which is defined as ‘a capacity to control important aspects of one’s language learning’ (Benson, 2013, p. 839), is now widely considered a key educational goal in language teaching programmes around the world (Reinders & Benson, 2017). Despite the increasing number of studies on language learner autonomy, autonomy researchers are still grappling with its complexity and multidimensional manifestation as a theoretical construct and major challenges remaining in determining its most appropriate implementation in the classroom. In particular, there is significant difficulty in designing appropriate and effective research instruments and materials for assessing learner autonomy, which is ‘not a single, easily describable behaviour’ (Little, 1990, p. 7), either by researchers or by teachers. In addition, there is an emergence of new practices of autonomous language learning, particularly in view of the rapid development of educational technologies, which warrants a renewed conceptualization of language learner autonomy (Benson & Reinders, 2011). The understanding of learner autonomy is of paramount importance to language teachers because learners gain greater potential opportunity to access language-rich environments through the Internet and mobile language learning environments. By becoming knowledgeable in the notion of learner autonomy and characteristics of autonomous learners, pre-service and in-service language teachers are in a better position to provide self-access resources to develop learners’ self-regulated learning and encourage students to initiate their own ‘language learning program’ beyond the classroom, which is a key 21st century learning skill.

scholarly journals Perceptions of English Language Instructors on the Effectiveness of Learning Advisory Training Programme (LATP)

2021 ◽  
pp. 231-247
Author(s):  
Hülya Şen ◽  
Mümin Şen
Keyword(s):  
Language Learning ◽  
English Language ◽  
Training Programme ◽  
Learner Autonomy ◽  
Language Learner ◽  
Language Teachers ◽  
Main Role ◽  
Personal Lives ◽  
Proper Training ◽  
Reflective Processes

Advising in language learning (ALL) can be defined as “the process of helping someone become an effective, aware, and reflective language learner” (Kato & Mynard, 2016, p. 1). In order to promote learner autonomy, a learning advisor conducts an intentionally structured reflective dialogue, the purpose of which is to engage the learner in reflective processes so that the learner can reach a deeper sense of understanding and control of language learning (Carson & Mynard, 2012; Kato & Mynard, 2016). The main role of the learning advisor in this process is to “activate learners’ reflective processes through a one-to-one dialogue” (Kato & Mynard, 2016, p. 104). To encourage active and critical reflection, learning advisors need to be provided with proper training. The purpose of this paper is to explore the perceptions of the experienced English language teachers regarding the effectiveness of the learning advisory training program (LATP) they have attended and its effects on the teachers’ professional and personal lives. To achieve this aim, both quantitative and qualitative data were collected through questionnaires and interview findings. The results suggest that the teachers who attended the LATP developed a deeper awareness of how to promote 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

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

A Framework for the Assessment of Learner Autonomy in Language Learning

2020 ◽  
pp. 1-22
Author(s):  
Sahar Matar Alzahrani
Keyword(s):  
Language Learning ◽  
Test Scores ◽  
Learner Autonomy ◽  
Language Learner ◽  
Assessment Model ◽  
Mixed Method Research ◽  
Potential Factors ◽  
Process Perspective ◽  
Blended Course ◽  
Quantitative And Qualitative Methods

This research reports on the assessment of the improvement in the language learner autonomy (LLA) of a group of Saudi medicine students at tertiary level following an intervention that aims to examine and enhance their LLA in a blended course. Thus, this study proposes a research model for the assessment of LLA in the 21st century and establishes a scale for its measurement. Because LLA is a combination of observable and non-observable behaviors, quantitative and qualitative methods were triangulated in a mixed method research to look at it through the learner voice and metacognition (process perspective) and through the learner gained test scores (product perspective). To overcome the problem that LLA is an unsteady state, the assessment model integrates summative and formative assessment methods. Findings show that the assessment of LLA helps to better understand the process of LLA enhancement and the potential factors that might influence learners' LLA.

Learner Autonomy as Discourse: The Role of the Target Language

10.47908/9/1 ◽  
2013 ◽  
pp. 13-29
Author(s):  
David Little
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learner Autonomy ◽  
Language Learner ◽  
Theory And Practice ◽  
Target Language ◽  
Language Discourse ◽  
Development Of Language ◽  
Number Of Publications

In a number of publications (e.g., Little 2001, 2004, 2007) I have argued that the exercise and development of language learner autonomy depend on the operationalization of three interacting principles: learner involvement, learner reflection, and target language use. In this article I explore the theory and practice of language learner autonomy from the perspective of the third of these principles. I argue that the most successful language learning environments are those in which, from the beginning, the target language is the principal channel through which the learners’ agency flows: the communicative and metacognitive medium through which, individually and collaboratively, they plan, execute, monitor and evaluate their own learning. I describe in some detail the communicative and metacognitive dynamic that shapes target language discourse in the autonomy classroom at lower secondary level before suggesting ways of creating the same dynamic in other contexts of formal language learning. I conclude by briefly considering the implications of my argument for empirical research.

Language teachers’ interpersonal learner-directed emotion-regulation strategies

2020 ◽  
pp. 136216882091235 ◽  
Author(s):  
Jakub Bielak ◽  
Anna Mystkowska-Wiertelak
Keyword(s):  
Emotion Regulation ◽  
Language Learning ◽  
Language Learners ◽  
Cognitive Change ◽  
Language Learner ◽  
Language Teachers ◽  
Emotion Regulation Strategies ◽  
Research Attention ◽  
Interpersonal Emotion Regulation ◽  
Regulation Strategies

The regulation of language learners’ emotions by affective, or emotion-regulation strategies has received limited research attention. This gap is being filled among others by researchers who have developed and are applying a new research tool called Managing Your Emotions for Language Learning (MYE). It is based on the vignette methodology to investigate both positive and negative language learner emotions, emotion-regulation strategies that language learners employ, and language teachers’ interpersonal learner-directed emotion-regulation strategies used in a range of familiar language learning situations. In this study teachers’ interpersonal emotion-regulation strategies and their learner- and teacher-perceived effectiveness were investigated by means of MYE ( n = 64: English-major learners) and semi-structured interviews with learners ( n = 16) and teachers ( n = 9). The results revealed a rich context- and participant-dependent list of language teachers’ interpersonal emotion-regulation strategies, the frequency of which was perceived differently by language learners and teachers, who, however, agreed on their good effectiveness. The strategies belonging to the categories of ‘cognitive change’, ‘situation modification’ and ‘competence enhancement’ were used the most often, but some gaps in teachers’ strategic repertoires were also identified. Pedagogy-wise, MYE seemed to be suitable for closing the gap between learners’ and teachers’ perspectives on teachers’ learner-directed emotion-regulation strategy use. Teachers and their pedagogical practice would benefit from training in the area of emotion-regulation strategies and support of educational authorities.

scholarly journals Application of Humanism Teaching Theory and Humanistic Approach to Education in Course-books

2019 ◽  
Vol 10 (1) ◽  
pp. 40
Author(s):  
Yaghoob Javadi ◽  
Mozhdeh Tahamsbi
Keyword(s):  
Language Learning ◽  
Personal Development ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learning Program ◽  
Learning Materials ◽  
Teaching Resources ◽  
Humanistic Approach ◽  
Self Actualization ◽  
Design Activities

The present study aims to use humanism teaching theory and humanistic approach to education with reference to teaching and learning English as a second language in the course book. The findings of this study revealed that teachers and materials developers use humanism teaching theory and humanistic approach to promote the materials to fit into the needs and preferences of the learners and to facilitates the learning process. The ultimate purpose of the current study is the utilization of humanism teaching theory and  humanistic approach to education that was started and is intended for the benefit of humanizing mankind, and to achieve self-actualization learner to learn optimally and also shows that ,humanizing language learning materials helps language materials developers and teachers to design activities that are associated with learners’ lives and experiences and attempt to engage the learners effectively through excitement, emotion, or even fun. However, the need for humanizing language course books derives from the fact that most of the global course-books accommodate artificial and unnatural activities that are not designed for particular learning program. Hence, through humanizing the course books, language teachers personalize the learning materials to make them better teaching resources and also individualize them for a particular group of learners. Finally, this text elaborate the application of humanism teaching theory and humanistic approach in education to improve course books to prepare the learners for more communicative goals to facilitate both language acquisition and personal development.

scholarly journals The complexity of control shift for learner autonomy: A mixed-method case study of Chinese EFL teachers’ practice and cognition

2020 ◽  
pp. 136216882095792
Author(s):  
Yi Wang ◽  
Jonathon Ryan
Keyword(s):  
Personal Growth ◽  
Private School ◽  
Classroom Practices ◽  
Learner Autonomy ◽  
Language Learner ◽  
Language Teachers ◽  
Efl Teachers ◽  
Routine Tasks ◽  
Linguistic Achievement

The promotion of language learner autonomy has been recognized as being beneficial in various domains, from linguistic achievement to personal growth. Key to the development of learner autonomy is shifting control from the teacher to the learner. While much has been written about the construct of learner control, there has been little close examination of the practices with which language teachers release their command. This article reports on a study conducted in a Chinese private school intent on promoting learner autonomy, and explores ways in which teachers’ practices facilitated or hindered control shift and their perceptions of these actions. From a study of nine teachers within one English department, two case studies are explored in depth through analysis of classroom practices, interviews and post-lesson discussions. While the feasibility of promoting learner autonomy in non-Western contexts has previously been questioned, the present findings highlight the opportunities available within routine tasks, while stressing the delicacy of these opportunities.

scholarly journals Female Teachers’ Perspectives of Learner Autonomy in the Saudi Context

2018 ◽  
Vol 8 (6) ◽  
pp. 570
Author(s):  
Jameelah Asiri ◽  
Nadia Shukri
Keyword(s):  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Teachers ◽  
Saudi Students ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Proper Training ◽  
English Language Teachers ◽  
Teachers Perspectives

For decades, the term learner autonomy has been the focus of many studies in the field of education and language learning. This study addresses teachers' perspectives of learner autonomy in Saudi Arabia. It examines whether teachers have the knowledge to encourage and foster learner-autonomy. This study also seeks to explore the challenges English language teachers face in the process of implementing learner autonomy into their EFL classrooms. The investigation was conducted using a sample of 50 English language teachers teaching Saudi students at King Abdul-Aziz University. Data was collected using a 20 - item questionnaire. The study was a mixed research method. Collected data was analyzed using descriptive statistics and thematic analysis. The findings revealed that teachers believe that Saudi learners in the current situation are non-autonomous learners’, they lack the knowledge and the training to apply it. Findings also revealed that teachers are familiar with the learner- autonomy yet, they stated that they need proper training and professional development to help encourage learner autonomy. It is an attempt to contribute to the literature underlying learner autonomy in the field of language learning in the Saudi context. Also, it suggests further research to help better comprehend the value of teachers' role in the process of autonomous language learning for learners.

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