Learner Autonomy and Technology

2022 ◽  
pp. 370-381
Author(s):  
Chun Lai
Keyword(s):  
Learner Autonomy

INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

2018 ◽  
Vol 127 (6B) ◽  
pp. 5
Author(s):  
Anh Thanh Nguyet Le
Keyword(s):  
Language Education ◽  
Learner Autonomy ◽  
Autonomous Learning ◽  
Teachers Perceptions ◽  
Local Contexts ◽  
Efl Teachers ◽  
University Life

<p><em>Learner autonomy is currently one of the central themes in language education. </em><em>Autonomous learning plays an important role not only in university life but also throughout life for learners.</em><em> Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.  </em></p><p><em></em><em><br /></em></p>

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

Creating autonomous learners in the teaching of English as a second language (ESL) in Zimbabwean secondary schools : a reality or a myth?

2020 ◽  
Vol 1 (3) ◽  
pp. 103-132
Author(s):  
Rungamirai Matiure ◽  
Erick Nyoni
Keyword(s):  
Decision Making ◽  
Second Language ◽  
Multiple Case Study ◽  
Document Analysis ◽  
Learner Autonomy ◽  
Case Study Design ◽  
Midlands Province ◽  
Multiple Case ◽  
Comprehensive Framework

This study explored the utility of the learner autonomy concept in the Zimbabwean O Level English as a Second Language (ESL) classroom focusing on three Gweru urban high schools of the Midlands Province. The researchers intended to establish whether learner autonomy was a reality or just a myth in Zimbabwean classrooms. A qualitative multiple case study design was applied focusing on teaching strategies, availability of resources, challenges faced and ways of optimising it. Questionnaires and document analysis were used for data collection. The findings revealed that the concept did not manifest in explicit terms, the learners did not participate in decision making, and the teachers were not adequately prepared to administer autonomous processes with students. For it to be a reality, the Education Ministry is recommended to establish a comprehensive framework of how autonomous learning should be implemented. Teacher training should explicitly focus on how to develop autonomous learners. Teachers ought to be flexible enough to accommodate learners' contributions towards their learning.

Reflection of the Editorial Process of an Academic Journal

Relay Journal ◽  
2020 ◽  
pp. 100-109
Author(s):  
Phillip A. Bennett ◽  
Maria Giovanna Tassinari ◽  
Ena Hollinshead ◽  
Fergal Bradley
Keyword(s):  
Professional Development ◽  
Reflective Practice ◽  
Learner Autonomy ◽  
Editorial Process ◽  
Academic Journal ◽  
Editing Process ◽  
Insight Into

This paper is a reflection on our experiences as managing editors and layout editors of volume 2, issue 2 of Relay Journal. In accordance with the developmental aims of Relay Journal, via this reflective practice, our motivations are not only to foster each others’ learner autonomy and grow our professional development, but additionally to encourage others to also share reflections of their editing responsibilities, practices, and realisations. We also believe this will provide insight into the process for those who do not have the experience in such roles, yet wish to pursue them. With that in mind, we will briefly detail the journal-editing process and our roles in such; then follow with our individual reflections upon our experiences. Our reflections will focus on our responsibilities and roles, our feelings, and what we learned through the experience.

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.

Fostering Collaborative Autonomy: The Roles of Cooperative and Collaborative Learning

Relay Journal ◽  
2018 ◽  
pp. 360-381
Author(s):  
Gordon Myskow ◽  
Phillip A. Bennett ◽  
Hisako Yoshimura ◽  
Kyoko Gruendel ◽  
Takuto Marutani ◽  
...  
Keyword(s):  
Collaborative Learning ◽  
Cooperative Learning ◽  
Learner Autonomy ◽  
The Other ◽  
Learning Activities ◽  
Educational Context ◽  
Learning Approaches ◽  
Group Interactions ◽  
Collaborative Autonomy ◽  
Over Time

The distinction between Cooperative and Collaborative Learning approaches is not a clear one. Some use the terms interchangeably while others consider Cooperative Learning to be a type of Collaborative Learning. Still others clearly differentiate between them, characterizing Cooperative Learning as more highly structured in its procedures, involving a great deal of intervention by the teacher to plan and orchestrate group interactions. Collaborative Learning, on the other hand, presupposes some degree of learner autonomy－that groups can work effectively toward shared goals and monitor their own progress. This paper takes the view that the distinction between Cooperative and Collaborative Learning is a useful one and that both approaches can play valuable roles in fostering autonomous interaction. It argues that while Collaborative Learning formations may be the ultimate goal for teachers wishing to develop learner autonomy, Cooperative Learning is a valuable means for modeling the skills and abilities to help students get there. The discussion begins with an overview of the two approaches, focusing on their implementation in the Japanese educational context. It then presents seven highly structured Cooperative Learning activities and shows how they can be modified and extended over time to encourage more autonomous interaction.

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.

Editorial

Relay Journal ◽  
2019 ◽  
pp. 251-256
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Action Research ◽  
Teacher Training ◽  
Language Learners ◽  
Learner Autonomy ◽  
Service Professional ◽  
Research Institute

We are excited to present you Volume 2 Issue 2 of Relay Journal published by the Research Institute of Learner Autonomy Education at Kanda University (KUIS), Japan. The Relay Journal aims to foster a dialogue spanning the globe discussing topics related to learner autonomy. This issue of Relay Journal is dedicated to teacher and advisor education for learner autonomy. The topic is particularly important, since –– apart from some exceptions –– autonomy is not always integrated into curricula for teacher education, and in addition, very few programmes exist for advisor education. Therefore, it is crucial to include opportunities for in-service professional development and reflection on how to foster autonomy and how to support language learners as teachers or as advisors. This can be done in the form of teacher training, mentoring and/or tutoring programmes, action-research, or reflection in- and on-practice.

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