The Implementation of Aspects of Learner Autonomy in Technical English Courses

10.47908/9/9 ◽  
2013 ◽  
pp. 170-178
Author(s):  
Gerhild Janser-Munro ◽  
Tanja Psonder
Keyword(s):  
Learning Styles ◽  
Best Practice ◽  
Tertiary Education ◽  
Learner Autonomy ◽  
Social Dimension ◽  
Target Language ◽  
Individual Autonomy ◽  
Peer Evaluation ◽  
Self Reflection ◽  
Construction Design

This article reports on two best practice examples which incorporate principles of learner autonomy into two different technical courses in tertiary education. These principles include encouraging active learner involvement, self-reflection and peer evaluation as well as target language use and a focus on individual learning styles. The approach applied has been developed based on real experiences from teaching the General English and Technical English courses as part of the Information Management and Construction Design and Economics Bachelor Degree programmes at the FH Joanneum University of Applied Sciences. The goal of this approach is to move away from frontal teaching and to let students develop their own learning materials, experience the social dimension of peer evaluation and become aware of the importance of addressing the needs of different learner types. Thus, students develop their individual autonomy and at the same time integrate their field-related knowledge with a foreign language.

REFLECTION AND STRATEGIES IN FOREIGN LANGUAGE LEARNING.Jennifer Ridley. Frankfurt am Main: Lang, 1997. Pp. 260. $51.95 paper.

1999 ◽  
Vol 21 (3) ◽  
pp. 499-500
Author(s):  
Linda Bender
Keyword(s):  
Problem Solving ◽  
Foreign Language ◽  
Learning Strategies ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Target Language ◽  
Frankfurt Am Main ◽  
Self Reflection ◽  
Problem Solving Strategies

Ridley addresses two developments in language teaching and SLA research. The first development is toward learner autonomy through self-reflection. None of her subjects reported learning a language in a classroom with a focus on learning strategies, though Ridley documents their individual preferred learning strategies with data from the beginning of the study. She then formulates her first hypothesis, “that individual learners have their own preferred lexical problem-solving strategies and patterns of reflective monitoring which are manifest when they speak and also write in the target language” (p. 20).

History and Personal Autonomy

1993 ◽  
Vol 23 (2) ◽  
pp. 271-280 ◽  
Author(s):  
Alfred Mele
Keyword(s):  
Personal Autonomy ◽  
The Self ◽  
Personal History ◽  
Individual Autonomy ◽  
List Type ◽  
Historical Account ◽  
New Model ◽  
Self Reflection

John Christman, in ‘Autonomy and Personal History,’ advances a novel genetic or historical account of individual autonomy. He formulates ‘the conditions of the [i.e., his] new model of autonomy’ as follows:(i) A person P is autonomous relative to some desire D if it is the case that P did not resist the development of D when attending to this process of development, or P would not have resisted that development had P attended to the process;(ii) The lack of resistance to the development of D did not take place (or would not have) under the influence of factors that inhibit self-reflection;and(iii) The self-reflection involved in condition (i) [sic] is (minimally) rational and involves no self-deception. (11)

scholarly journals Using the Spanish Online Resource Aula Virtual de Español (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms / Utilisation de la ressource en ligne espagnole AVE pour favoriser l’approche de l’enseignement hybride

2012 ◽  
Vol 38 (1) ◽  
Author(s):  
Martine Pellerin ◽  
Carlos Soler Montes
Keyword(s):  
Learning Styles ◽  
Positive Impact ◽  
Spanish Language ◽  
Teaching Approach ◽  
Target Language ◽  
Online Resource ◽  
Language Classroom ◽  
Students Attitudes ◽  
Delivery Approach ◽  
Blended Teaching

The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource Aula Virtual de Español (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high schools in Alberta, Canada. Findings demonstrate the effectiveness of combining the online resource AVE to the F2F teaching approach to promote BT in the Spanish language classroom. The use of BT approach in the language classroom had a positive impact on the students’ attitudes towards the study of the language, the students’ motivation and their participation levels in class, as well as their use of the target language in the classroom. Moreover, the multimodal experiences provided by the use of the online AVE resource combined with the F2F delivery approach responded more to the different learners learning styles and specific needs. Finally, the use of online AVE in conjunction with F2F teaching was also perceived as an effective tool in the preparation for the International Spanish Diplomas (DELE) taken by the students in the more advanced Spanish classes. La présente étude explore l’efficacité de l’enseignement hybride combinant l’utilisation de la ressource espagnole en ligne Aula Virtual de Español (AVE) et l’interaction face à face dans les programmes d’enseignement de l’espagnol, langue seconde, dans deux écoles secondaires de l’Alberta (Canada). Les résultats démontrent l’efficacité de la combinaison de la ressource en ligne AVE à la prestation face à face pour favoriser l’approche de l’enseignement hybride dans les cours d’espagnol. L’utilisation de l’approche de l’enseignement hybride dans le cours de langue a eu une incidence positive sur l’attitude des élèves relativement à l’apprentissage de la langue, la motivation des élèves et leur taux de participation en classe, ainsi que leur utilisation de la langue d’apprentissage dans la classe. En outre, les expériences multimodales fournies par l’utilisation de la ressource en ligne AVE et l’interaction face à face correspondaient mieux aux styles d’apprentissage et aux besoins particuliers des apprenants. Enfin, l’utilisation de la ressource en ligne AVE et de l’interaction face à face a aussi été perçue comme un outil efficace de préparation aux Diplômes internationaux d’espagnol (DIE) entrepris par les élèves des cours d’espagnol plus avancés.

scholarly journals Promoting rational antibiotics prescribing for non-complicated infections: Understanding social influence in primary care networks in Germany

2019 ◽  
Author(s):  
Regina Poss-Doering ◽  
Martina Kamradt ◽  
Katharina Glassen ◽  
Edith Andres ◽  
Petra Kaufmann-Kolle ◽  
...  
Keyword(s):  
Social Support ◽  
Primary Care ◽  
Social Influence ◽  
Health Professionals ◽  
Best Practice ◽  
Care Providers ◽  
Self Reflection ◽  
Physician Health ◽  
Depth Analysis ◽  
Improvement Programs

Abstract Primary care networks in Germany are formalized regional collaborations of physicians and other healthcare providers. Common goals are optimized healthcare processes and services for patients, enhanced communication, agency for professional concerns and strengthened economic power. In the ARena study (Sustainable reduction of antibiotic-induced antimicrobial resistance), 14 primary care networks in two federal German states aimed to promote appropriate antibiotics use for acute non-complicated infections by fostering awareness and understanding. Factors related to the role of primary care networks were to be identified. Methods For this study, audio-recorded telephone interviews were conducted with physicians, non-physician health professionals and stakeholder representatives. Pseudonymized verbatim transcripts were coded using thematic analysis. In-depth analysis was based on the inductive categories ‘social support’, ‘social learning’, ‘social normative pressures’ and ‘social contagion’ to reflect social influence processes. To foster understanding of the networks’ potential impact on antibiotics prescribing, data generated through surveys with physicians and non-physician health professionals were analyzed descriptively. Results : Social influence processes proved to be relevant regarding knowledge transfer, manifestation of best-practice care and self-reflection. Peer communication was seen as great asset, main reason for membership and affirmative for own perspectives. All interviewed physicians (n=27) considered their network to be a strong support factor for daily routines, introduction of new routines, and continuity of care. They utilized network-offered training programs focusing on best practice guideline-oriented use of antibiotics and considered their networks supportive in dealing with patient expectations. A shared attitude combined with ARena intervention components facilitated reflected management of antibiotics prescribing. Non-physician health professionals (n=11) also valued network peer exchange. They assumed their employers joined networks to offer improved and continuous care. Stakeholders (n=7) expected networks and their members to be drivers for care optimization. Conclusion: Primary care networks play a crucial role in providing a platform for professional peer exchange, social support and reassurance. With regards to their impact on antibiotics prescribing for acute non-complicated infections, networks seem to facilitate and amplify quality improvement programs by providing a platform for refreshing awareness, knowledge and self-reflection among care providers. They are well suited to promote a rational use of antibiotics. .

scholarly journals Raising awareness on assessment criteria through peer-assessment and self-reflection in the Spanish oral class

2020 ◽  
pp. 79-88
Author(s):  
Alba Del Pozo García
Keyword(s):  
Learning Styles ◽  
Peer Assessment ◽  
Evaluation Criteria ◽  
Oral Exam ◽  
Oral Performance ◽  
Self Reflection ◽  
Raising Awareness ◽  
Language Courses ◽  
The University ◽  
Oral Skills

In language courses, oral skills are frequently a source of anxiety for students. Moreover, in some occasions, students are unfamiliar with the evaluation criteria used to assess their performances, increasing their level of stress when facing the oral exam. This article describes a series of activities based on the introduction of several formative and summative self- and peer-assessment activities in a Year 2 Spanish module, aimed at students in the Modern Languages Programme at the University of Nottingham. Students have varied profiles and learning styles, as their programmes include Modern Languages and some variations of Joint Honours programmes with languages. The activities aimed to give students some extra tools to allow them to better monitor their oral performance, potentially easing their concern on the linguistic elements which would be assessed and letting them autonomously identify their own strengths and the areas where they might need improvement.

scholarly journals Promoting rational antibiotic prescribing for non-complicated infections: Understanding social influence in primary care networks in Germany

2020 ◽  
Author(s):  
Regina Poss-Doering ◽  
Martina Kamradt ◽  
Katharina Glassen ◽  
Edith Andres ◽  
Petra Kaufmann-Kolle ◽  
...  
Keyword(s):  
Social Support ◽  
Primary Care ◽  
Social Influence ◽  
Health Professionals ◽  
Best Practice ◽  
Antibiotic Prescribing ◽  
Care Providers ◽  
Self Reflection ◽  
Physician Health ◽  
Improvement Programs

Abstract Background Primary care networks in Germany are formalized regional collaborations of physicians and other healthcare providers. Common goals are optimized healthcare processes and services for patients, enhanced communication, agency for professional concerns and strengthened economic power. In the ARena study (Sustainable reduction of antibiotic-induced antimicrobial resistance), 14 primary care networks in two federal German states aimed to promote appropriate antibiotics use for acute non-complicated infections by fostering awareness and understanding. Factors related to the role of primary care networks were to be identified. Methods For this study, audio-recorded telephone interviews were conducted with physicians, non-physician health professionals and stakeholder representatives. Pseudonymized verbatim transcripts were coded using thematic analysis. In-depth analysis was based on the inductive categories ‘social support’, ‘social learning’, ‘social normative pressures’ and ‘social contagion’ to reflect social influence processes. Data generated through a survey with physicians and non-physician health professionals were analyzed descriptively to foster understanding of the networks’ potential impact on antibiotic prescribing. Results Social influence processes proved to be relevant regarding knowledge transfer, manifestation of best-practice care and self-reflection. Peer communication was seen as great asset, main reason for membership and affirmative for own perspectives. All interviewed physicians (n=27) considered their network to be a strong support factor for daily routines, introduction of new routines, and continuity of care. They utilized network-offered training programs focusing on best practice guideline-oriented use of antibiotics and considered their networks supportive in dealing with patient expectations. A shared attitude combined with ARena intervention components facilitated reflected management of antibiotic prescribing. Non-physician health professionals (n=11) also valued network peer exchange. They assumed their employers joined networks to offer improved and continuous care. Stakeholders (n=7) expected networks and their members to be drivers for care optimization. Conclusion Primary care networks play a crucial role in providing a platform for professional peer exchange, social support and reassurance. With regards to their impact on antibiotic prescribing for acute non-complicated infections, networks seem to facilitate and amplify quality improvement programs by providing a platform for refreshing awareness, knowledge and self-reflection among care providers. They are well suited to promote a rational use of antibiotics.

scholarly journals Peningkatan Keterampilan Menulis Letter of Opinion (Surat Opini) pada Mata Pelajaran Bahasa Inggris dengan Menggunakan Media Fantastic Card di Kelas XI (Improving the Skill of Writing Letter of Opinion in English Subject Using Fantastic Card in the 11th Grade)

2020 ◽  
Vol 9 (1) ◽  
pp. 26
Author(s):  
Atiek Indriyastuti
Keyword(s):  
Research Method ◽  
Qualitative Data ◽  
Class Action ◽  
Peer Evaluation ◽  
Self Reflection ◽  
Knowledge And Attitude ◽  
And Performance ◽  
Academic Year ◽  
11Th Grade ◽  
English Subject

Tujuan Penelitian ini adalah untuk mengetahui sejauh mana peningkatan keterampilan siswa dalam menulis letter of opinion di Kelas XI. Penelitian ini dilakukan pada kelas XI-IPS-2 SMA Negeri 15 Semarang semester 1 Tahun Pelajaran 2017-2018 sebagai hasil penggunaan media fantastic card. Penelitian ini juga digunakan untuk mengetahui sejauh mana peningkatan pengetahuan dan sikap belajar siswa selama pembelajaran. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelas dengan teknik siklus yang terdiri dari dua tindakan siklus yaitu siklus 1 dan siklus 2. Alat pengumpulan data yang digunakan untuk data kuantitatif berupa tes tertulis ulangan harian dan data kualitatif digunakan lembar observasi atau pengamatan, lembar refleksi diri, lembar penilaian antar teman, dan rubrik penilaian kinerja. Hasil penelitian menunjukkan media fantastic card dapat meningkatkan keterampilan menulis letter of opinion. Ketuntasan Belajar mengalami peningkatan dari kondisi awal 53,13% menjadi 65,63% pada siklus I dan meningkat menjadi 93,75% pada siklus II. Peningkatan keterampilan siswa dalam menulis letter of opinion  pada siklus I mencapai 2,53% dari rata-rata hasil belajar pada pra siklus dan hasil belajar pada siklus II mengalami peningkatan sebesar 6,81% dari rata-rata hasil belajar  pada siklus I atau mengalami peningkatan sebesar 9,34% jika dibandingkan dengan rata-rata hasil belajar pada pra siklus.Kata kunci: menulis, letter of opinion, media fantastic cardABSTRACTThis research was aimed to find out the extent of students’ skill at writing letter of opinion in 11th grade. The research was conducted in the 11th Grade of Social Science 2at Public Senior High School 15 Semarang in Academic Year 2017-2018 after using fantastic card. It was to know the improvement of knowledge and attitude of the students during learning. Method used was class action research method with cycle technique consisting of two cycles, i.e. cycle 1 and cycle 2. Instruments of data taking were written daily tests and as for qualitative data, observation sheet, self-reflection sheet, peer evaluation sheet, and performance evaluation rubric were used. Results of the research showed that fantastic card could improve the skill of writing letter of opinion. The learning completeness improved from 53.13% to 65.63% in cycle I, and 93.75% in cycle II. The students’ skill in writing letter of opinion in cycle I improved up to 2.53% from the average learning result in pre-cycle. Meanwhile, th elearning result in cycle II improved as much as 6.81% from the average learning result in cycle I, or 9.34%, compared to the average learning result in pre-cycle.

scholarly journals Online self-assessment materials: do these make a difference to student learning?

2011 ◽  
Vol 8 (2) ◽  
Author(s):  
Mary Peat
Keyword(s):  
Learning Styles ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
First Year Experience ◽  
Full Time ◽  
Self Assessment ◽  
Small Shift ◽  
Face To Face ◽  
Time Work ◽  
Teachers And Students

In our changing world where university students are demanding a greater say in their tertiary education, and in particular are demanding a greater flexibility in the way they receive their instruction, it is imperative that we investigate and experiment with course delivery strategies that fulfil these expectations. Online delivery of learning materials is not new, nor is it the panacea for all problems, but it does offer certain advantages for both teachers and students. The flexibility of using the Web may suit certain teaching activities, but more importantly may suit the learning styles and commitments of the students. In the current economic climate students may have to juggle university activities with employment, potentially missing some of the structured teaching and learning sessions. In addition they may not have time to use campus-based course materials or seek face-to-face assistance from staff. An Australian benchmark survey of the first-year experience (Mclnnis, James and McNaught, 1995), found the pressures of part-time work made it extremely difficult for some students to fulfil course expectations. A 1998 survey of firstyear science students at the University of Sydney revealed that 54 per cent of full-time students are undertaking some form of employment, with 31 per cent working ten hours or more per week during semester, and 14 per cent working over fifteen hours per week (Peat and Franklin, 1998). A small shift away from courses comprising all face-to-face activities to courses with a mix of face-to-face and online activities has the potential to help those very students who may otherwise give up when the pressure of time and other commitments seems too difficult to cope withDOI:10.1080/0968776000080206 

Creative reflections on brainstorming

2012 ◽  
Author(s):  
Kevin Byron
Keyword(s):  
Higher Education ◽  
Idea Generation ◽  
Support Staff ◽  
Shared Responsibility ◽  
Social Dimension ◽  
Self Reflection ◽  
Preliminary Results ◽  
The Social ◽  
Working Together

Brainstorming is the default method of idea-generation in organisations, and is widely applied in higher education by students, academics and support staff. Its popularity is mainly attributable to an illusory belief that groups working together are more productive than individuals working apart. Shared responsibility, the need for collaboration and the social dimension to work also sustains the popularity of brainstorming. To add further insight to the numerous studies that have been demonstrated the inefficiencies of brainstorming, this paper describes preliminary results on participants' self-reflection during a brainstorm. Recommendations are made for improving the productivity of group brainstorms.

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.

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