Am I an Autonomous Language Learner? Self-Perceived Autonomy in Trinidad and Tobago: Sociocultural Perspectives

10.47908/20 ◽  
2021 ◽  
Author(s):  
Diego Mideros
Keyword(s):  
Trinidad And Tobago ◽  
Language Learners ◽  
Interpretative Phenomenological Analysis ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Phenomenological Analysis ◽  
Language Learner ◽  
Social Dimensions ◽  
Sociocultural Perspectives ◽  
Learning Practices

This book explores sociocultural elements and conditions that enable individuals to see themselves as autonomous learners in formal educational settings. This engaging and original book is set at a university context in Trinidad and Tobago. Using an in-depth Interpretative Phenomenological Analysis, the author brings to life the stories of students majoring in Spanish at university. In order to understand the learners’ autonomy and agency, the author focuses on social dimensions of language learner autonomy. The book aims to understand the contextual and sociocultural teaching and learning practices which are conducive to students constructing the identity of autonomous language learners.

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 Directed Motivational Currents (DMCs) in Self-directed Language Learning: An Interpretative Phenomenological Analysis

2021 ◽  
Vol 7 (3) ◽  
pp. 201-212
Author(s):  
Ismail Xodabande ◽  
Esmat Babaii
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Interpretative Phenomenological Analysis ◽  
Empirical Studies ◽  
Phenomenological Analysis ◽  
Language Learner ◽  
Positive Emotionality ◽  
The Core ◽  
Mobile Assisted Language Learning ◽  
Core Characteristics

Directed Motivational Currents (DMCs) postulated as a novel motivational construct in second language acquisition (SLA) research to explain periods of intense and enduring behavior in pursuit of a highly valued goal or vision. Nonetheless, much of the discussion related to this new motivational phenomenon has remained theoretical, and only a limited number of empirical studies have investigated its various dimensions in language learning. The current qualitative study employed interpretative phenomenological analysis (IPA) to explore a period of intense motivation experienced by an Iranian language learner in self-directed and mobile assisted language learning. The findings provided further empirical evidence for the triggering stimulus and the core characteristics of DMCs in terms of goal/vision orientedness, a salient facilitative structure, and positive emotionality in explaining the essence and the universal meaning of the phenomenon experienced by the participant of the current study.

Supporting Learners and Educators in Developing Language Learner Autonomy

10.47908/8 ◽  
2020 ◽  
Keyword(s):  
Second Language Acquisition ◽  
Research Agenda ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Research Field ◽  
Language Learner ◽  
Holistic View ◽  
Autonomy Development ◽  
The Social ◽  
The Subject

This volume explores some of the theoretical, empirical, and practical considerations when supporting educators and learners in promoting language learner autonomy. ​Through six detailed chapters, we look at different aspects of learner autonomy that support both students and educators as they become more autonomous in their practise. The authors pay special attention to the ‘social turn’ in researching language learner autonomy development and second language acquisition, and focus on the social, interactive and co-dependent nature of the concept. The breadth of research presented provides a more holistic view of learner autonomy, and how many aspects of teaching and learning are connected to this. The volume concludes with a research agenda which draws on the social factors and agency that are likely to be the subject of further work in the coming years. This research agenda aims to inform and inspire the research field, and revisit certain methods, metaphors and terms we have used within the field for decades. ​

scholarly journals Language Learner Autonomy: The Beliefs of English Language Students

2020 ◽  
Vol 6 (2) ◽  
pp. 133-142
Author(s):  
Istanti Hermagustiana ◽  
Dian Anggriyani
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Dominant Role ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
Classroom Context ◽  
Efl Students ◽  
Language Students

ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467

scholarly journals Fostering the Development of Language Learner Autonomy Through Peer and Self-Assessment

Relay Journal ◽  
2018 ◽  
pp. 21-46
Author(s):  
Scott J. Shelton-Strong
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Learner Autonomy ◽  
Language Learner ◽  
English Language Teaching ◽  
Continuous Assessment ◽  
Self Assessment ◽  
Assessment Approach ◽  
Development Of Language

Autonomy and assessment have been the subject of renewed interest within the field of education. English Language Teaching (ELT) contexts have attracted particular interest as the importance of learner autonomy for language learners continues to be researched and acknowledged, while an understanding of the relationship between assessment and autonomy continues to grow. Questions remain, however, whether autonomy lends itself willingly to assessment, or if indeed there are unobtrusive and practical ways to do so. Nevertheless, assessment and autonomy may be related at other junctures. This paper outlines a classroom-based intervention whereby assessment descriptors were used to engage university age English language learners in Japan in reflection and response, as one of the tools used in a continuous assessment approach to the evaluation of participation and communication. An examination of the background and context underpinning this intervention is first provided, followed by an analysis of learner responses to questions related to self-assessment. In conclusion, ways in which these may be viewed in relationship to broad indicators of autonomy, and the development of metacognitive awareness are discussed.

scholarly journals Promoting Learner Autonomy Through Cooperative Learning

2019 ◽  
Vol 12 (8) ◽  
pp. 30
Author(s):  
Weixuan Shi ◽  
Ligang Han
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Language Education ◽  
Language Learner ◽  
Language Teachers ◽  
Language Competence ◽  
Learning Attitude ◽  
Interest And Motivation

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

scholarly journals Mathematical Identity for a Sustainable Future: An Interpretative Phenomenological Analysis

2014 ◽  
Vol 16 (1) ◽  
pp. 5-31 ◽  
Author(s):  
Anita Pipere ◽  
Ilona Mičule
Keyword(s):  
Interpretative Phenomenological Analysis ◽  
Teaching And Learning ◽  
Life Experiences ◽  
Phenomenological Analysis ◽  
Future Research ◽  
Practical Implementation ◽  
Mathematical Identity ◽  
Structured Interviews ◽  
Internal Factors ◽  
Humanistic Approach

Abstract Individual in-depth, semi-structured interviews with three mathematics teachers were conducted to investigate the dynamics of their life-long relationships with mathematics, synthesised as mathematical identity from different identity positions in the context of dialogical self. The qualitative data were scrutinised employing interpretive phenomenological analysis that displayed mostly positive instrumental relationships with mathematics and explicit connections between the teachersí life experiences and their disctinct identity voices that surfaced in interviews. Similarly, teachers appeared to be experts in different professional spheres: pedagogy, subject or didactics. The teachersí accounts contain various models of relationships between the other-motive and the self-motive as reflected in their pedagogical approaches. Emergent patterns resulting from the interaction of the teachersí mathematical identity and their perception of studentsí mathematical philia/phobia included the humanistic approach with an instrumental interpretation of mathematics and its teaching methods, self-actualisation in achieving success in mathematics through hard work and the issue of attribution of failure in mathematics either to external or internal factors. Moreover, these dialogical models and interactive patterns show alignement with one of the core competences for educators in education for sustainable development, that is, achieving transformation in what it means to be an educator, in teaching and learning, as well as in the entire education system. Practical implementation of findings and limitations of the study are outlined along with venues for future research.

Learner perceptions and experiences of pride in second language education

2016 ◽  
Vol 39 (3) ◽  
pp. 272-291 ◽  
Author(s):  
Andrew S. Ross ◽  
Elke Stracke
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
English Language ◽  
Learning Experience ◽  
Critical Role ◽  
Language Education ◽  
Language Learner

Within applied linguistics, understanding of motivation and cognition has benefitted from substantial attention for decades, but the attention received by language learner emotions has not been comparable until recently when interest in emotions and the role they can play in language learning has increased. Emotions are at the core of human experience, so a greater understanding of their impact on language learners is critical. In particular, the role and impact of positive emotions on learners and their learning experience has been overlooked in favour of a focus on issues of confidence and anxiety. One particular positive emotion that has a meaningful connection with the learning experience is that of pride. Drawing on qualitative interview data from tertiary English language learners in Australian universities, this article singles out pride as a means of confirming the critical role of positive emotions in language learning. The interviews revealed that pride had a significant impact on the experiences of learners. It was also discovered that within the notion of pride there exists a degree of dimensionality. Pride is felt in communicative contexts whereas a feeling of ‘non-pride’ can occur in learning contexts. The article also presents implications arising from the study concerning the place of emotions in language teaching and learning.

scholarly journals Leading the Proverbial Thirsty Horse to Water: ESL Learners’ Experience with Language Learning Contracts

2012 ◽  
pp. 452-464
Author(s):  
Normah Ismail ◽  
Masdinah Alauyah Md Yusof
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Learning Contracts ◽  
Learning Contract ◽  
Esl Learners ◽  
Language Teaching And Learning

There is agreement among language educators that the process of language teaching and learning should aim to develop autonomous language learners. While the advantages of autonomy seem to be quite obvious, fostering autonomy in practice can prove to be difficult for some language learners. This paper describes the use of learning contracts as a strategy for enhancing learner autonomy among a group of ESL learners in a Malaysian university. Through learners’ account of their experiences with the contracts, the study concludes that the learning contract has potential use for language learning and that learners’ positive learning experience remains the key to the success of any endeavour seeking to promote learner autonomy. The paper ends with some implications for teachers and learners who wish to use the contracts as a strategy for language teaching and learning.

Exploring Emotions in Language Teaching

RELC Journal ◽  
2020 ◽  
pp. 003368822092753
Author(s):  
Jack C. Richards
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Teacher Development ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Learner ◽  
Language Teachers ◽  
Learning And Teaching ◽  
The Impact ◽  
Affective Dimensions

Emotions are an important part of the experiences of both language teachers and language learners, however their role has often been marginalized as a result of the focus on cognitive rather than affective dimensions of language learning within the discipline of Second Language Acquisition. The ‘affective turn’ in applied linguistics has refocussed on how teachers’ and learners’ emotions influence how they manage teaching and learning. This survey article explores the kinds of emotions teachers and learners experience, the causes of these emotions, and the impact they can have on teaching and learning. Theory and research is reviewed relating to emotions and the teacher, emotions and the language learner, and emotions in teacher development. Suggestions are given as to how teachers and learners can develop emotional competence, that is, the ability to understand and productively manage emotions in language learning and teaching.

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