Using an Advising Tool to Help Students Go Beyond “Just Learning”

Relay Journal ◽  
2020 ◽  
pp. 221-228
Author(s):  
Dominique Vola Ambinintsoa
Keyword(s):  
Language Learning ◽  
Learner Autonomy

The role of a learning advisor (LA) in a self-access centre (SAC) is to help learners develop their learner autonomy (Carson & Mynard, 2012), defined as “the capacity to control over [their] learning” (Benson, 2011, p. 2). To develop such a capacity, learners need to be aware of their learning. With the aim to help learners, a learning advisor uses different advising strategies and advising tools. However, for a novice learning advisor, it is not always obvious to introduce an advising tool to a student. In this article, I describe how I, a novice learning advisor, used an advising tool, called the Wheel of Language Learning (WLL) with a student in her first advising session with me, and how it impacted her perspectives on her learning. In the end, I give some implications for future advising sessions.

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.

scholarly journals Impact of Mobile Assisted Language Learning on Learner Autonomy in EFL Reading Context

2018 ◽  
Vol 4 (2) ◽  
pp. 48-58 ◽  
Author(s):  
Abduljalil Nasr Hazaea ◽  
Ali Abbas Alzubi
Keyword(s):  
Language Learning ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Search Engines ◽  
Learner Autonomy ◽  
Internet Search ◽  
Reading Materials ◽  
Preparatory Year ◽  
Reading Context

Traditional classrooms confine English as a Foreign Language (EFL) reading to the textbook and the classroom setting, something that demotivates active reading. With the advent of mobile technology, however, such boundaries can be broken to include external reading materials where students could read and share anytime and anywhere. This paper investigates the role of mobile technology in enhancing Learner Autonomy (LA) in the EFL reading context among students in the Preparatory Year (PY) of Najran University in Saudi Arabia. A reading class of 30 students utilised mobile applications (WhatsApp and internet search engines such as Google) to access external reading materials and interact with their peers and teachers outside the classroom. Qualitative data collection underwent a number of procedures. The baseline data was constructed from the students’ portfolios, which reported the participants’ traditional reading practices and use of mobiles. Then, the participants were encouraged to use internet search engines and WhatsApp group to share their readings. Finally, five participants were interviewed. The data analysis revealed that the participants’ LA is improved through the use of selected mobile applications in terms of taking responsibility for and making decisions about reading materials and the time and place of reading. The study recommends further investigation into the role of mobile applications for generating learners’ own tasks and writing skills.

scholarly journals Learner Autonomy in Language Learning: Syrian Refugee EFL Learners’ Perceptions and Readiness

2018 ◽  
Vol 8 (2) ◽  
pp. 115 ◽  
Author(s):  
Nilcan Bozkurt ◽  
Fadime Yalcin Arslan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Mixed Method Research ◽  
Efl Learners ◽  
Syrian Refugee ◽  
8Th Graders ◽  
And Gender

This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. It also investigated the effects of grade and gender on learners’ perceptions. A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; nevertheless, both had caused statistically significant differences in terms of sub-scales. While the 8th graders in this study perceived themselves as being more autonomous in terms of experience in language learning, the female students seemed more autonomous in terms of their perceptions of the role of teachers and feedback. Additionally, although the learners’ perceptions regarding autonomy were slightly lower than their readiness for autonomy, there was a statistically significant relationship between their perceptions of learner autonomy and their readiness for autonomy in language learning. When their perceptions about learner autonomy increased, their readiness for autonomy also increased.

scholarly journals Autonomy of English Language Learners: A Scoping Review of Research and Practice

2021 ◽  
Author(s):  
Sin Wang Chong ◽  
Hayo Reinders
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Scoping Review ◽  
English Language ◽  
Active Agent ◽  
Learner Autonomy ◽  
Language Learner ◽  
Theoretical Frameworks ◽  
Diverse Field

Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualised and operationalised. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this paper we conducted a scoping review, or a systematic and comprehensive literature review, of 61 empirical studies in this field. The results show a rich array of conceptualisations and numerous operationalisations, in addition to a somewhat limited use of evaluations. We draw from this a number of implications for research. In particular, we encourage learner autonomy researchers to make explicit their theoretical frameworks, extend their investigation to the role of language learning beyond the classroom in promoting learner autonomy, and diversify their use of research methods.

scholarly journals Realizing Learner Autonomy in Pakistan: EFL Teachers’ Beliefs about Their Practices

2017 ◽  
Vol 8 (2) ◽  
pp. 153 ◽  
Author(s):  
Musarat Yasmin ◽  
Ayesha Sohail
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Learner Autonomy ◽  
Structured Interviews ◽  
Learning And Teaching ◽  
Area Of Interest ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers Training

Learner autonomy (LA) has been a key area of interest in foreign language learning and teaching for more than three decades, but a limited space has been awarded to the investigation of teachers’ practices in fostering LA. Following an interpretive paradigm and a qualitative approach, present study intended to unearth the strategies teachers of English use to make their learners autonomous. Data were collected through semi-structured interviews with sixteen English teachers from four public universities of province Punjab. Findings revealed that, in general, teachers use teacher-centered approach while participants’ practices and use of various strategies showed their preference for the role of facilitator more than of counselor or resource. Results of this research imply that the goal of LA can be achieved through offering teachers training to make them aware of the significance of making their learners autonomous and incentives for the promotion of LA in their classroom.

Self-assessment and Language Learner Autonomy: An Exploratory Study in a Vietnamese University

2021 ◽  
Vol 5 (3) ◽  
pp. 72-83
Author(s):  
Thao Thi Thanh Phan
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
English Language ◽  
Learner Autonomy ◽  
Language Learner ◽  
Local Context ◽  
Self Assessment ◽  
Academic Context ◽  
Vietnamese Higher Education

This paper aims to explore the role of self-assessment in developing language learner autonomy in the Vietnamese higher education context. Specifically, it focuses on how the assessment for English language learning is currently conducted and how this relates to learner autonomy. Despite the Vietnamese government’s official requirement for learner autonomy, Vietnamese higher education’s language academic context provides presently little space for autonomous learning. The idea of self-assessment is relatively unfamiliar and has, therefore, been little investigated. Based on qualitative data from observations and interviews with 38 university students, this paper presents the understanding of learner autonomy in Vietnamese higher education. In particular, the findings suggest that self-assessment may be a useful operational approach for fostering language learner autonomy in Vietnam and other similar settings. Also, they highlight the demand of promoting self-assessment literacy and the importance of self-assessment principles within the local context.

scholarly journals Understanding Learner Autonomy Through Research: A Summary of a Forum at JALT 2019

2020 ◽  
pp. 53-63
Author(s):  
Jo Mynard ◽  
Louise Ohashi ◽  
Ward Peeters ◽  
Scott J. Shelton-Strong ◽  
Andrew D. Tweed ◽  
...  
Keyword(s):  
Language Learning ◽  
Social Networking Sites ◽  
Self Determination Theory ◽  
Learner Autonomy ◽  
Classroom Teachers ◽  
Practical Applications ◽  
Studying Abroad ◽  
The Relationship

This paper reports on a forum featuring four presentations on learner autonomy research, all with practical applications. The paper gives an overview of the purpose of the forum, a short summary of each of the presentations, a discussion of some of the main themes and methods, and a summary of the ways in which the forum themes were continued to be investigated through the Q&A session and in follow-up recordings and interviews. The four projects described in the paper are: the role of classroom teachers in fostering out-of-class, autonomous language learning, exploring online peer interaction in social networking sites, examining the relationship between students’ agency and affordances for learning when studying abroad, and investigating learner autonomy in a self-access context from a self-determination theory perspective.

scholarly journals The Impact of Teacher Training for Autonomous Learning

2012 ◽  
pp. 215-236 ◽  
Author(s):  
Martha Armida Fabela-Cárdenas
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Q Methodology ◽  
Learner Autonomy ◽  
State University ◽  
Learner Centeredness ◽  
Role Of Teachers ◽  
Teachers Attitudes ◽  
The Impact

This article focuses on teacher attitudes towards learner autonomy and discusses whether teachers’ attitudes change through teacher training. The study was carried out with teachers working in different self-access centres within the State University of Nuevo Leon, Mexico (UANL). The aim of the study was to report any changes in teachers’ opinions and beliefs on issues after a teacher training course. These issues range from teacher-centeredness, learner-centeredness, learner autonomy, work in the SAC, views on language learning, the role of teachers, the role of learners, views on local culture, and on motivation. The study was carried out using Q Methodology.

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