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 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.

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.

because of the role of er front office um in hotel

2006 ◽  
Vol 11 (3) ◽  
pp. 305-323 ◽  
Author(s):  
Martin Warren
Keyword(s):  
Language Learning ◽  
English Language ◽  
Local Context ◽  
Additional Contribution ◽  
Partial Explanation ◽  
Lexical Cohesion ◽  
Learning And Teaching ◽  
Front Office ◽  
Signal Divergence

This paper describes lexical cohesion across participants in a discourse, and across discourse events, and the additional contribution made by speakers’ choices of prominence in the cohesive chains. The choice of prominence is made to communicate what is perceived to be situationally informative in the local context of interaction (Brazil 1985 and 1997). This study describes a connection between a speaker’s choice of a lexical or non-lexical word in a cohesive chain and the speaker’s choice of prominence and, in doing so, offers a partial explanation to the question Hoey (1991:17) asks of Winter (1974 and 1979): ‘under what circumstances do we use one (cohesive device) rather than the other?’. It also describes how the selection of prominence across speakers in a discourse can signal divergence and convergence between them. Lastly, the paper discusses the pedagogical implications of the study with regard to English language learning and teaching.

scholarly journals Universal Design for Learning in Assessment: Supporting ELLs with Learning Disabilities

2020 ◽  
Vol 13 (1) ◽  
pp. 79-91
Author(s):  
Thomas A. Delaney ◽  
Maiko Hata
Keyword(s):  
Higher Education ◽  
Learning Disabilities ◽  
Language Learning ◽  
Students With Disabilities ◽  
English Language ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Language Learner ◽  
World Population ◽  
Design For Learning

Studying English is challenging and, for many learners, undiagnosed learning disabilities can present a serious threat to their success. Recent studies indicate that up to 10% of the world population has a non-apparent disability, such as autism or dyslexia. At the same time, few English language learner (ELL) instructors in higher education have training in learning disabilities, and they are often unsure of how to support learners who seem to have extra challenges. This is especially true when it comes to assessment, as instructors often rely on traditional tools that could negatively affect the validity of the assessment outcomes. In this brief reflection, the authors share how instructors can apply the principles of Universal Design for Learning (UDL) to their assessment practices to support students with disabilities, regardless of diagnostic status. First, disabilities that affect language learning will be briefly discussed, followed by the explanation of how English to speakers of other languages (ESOL) assessments present specific challenges for students with disabilities. Then, the authors will provide an overview of UDL theory, which proposes that learners with disabilities are often best served by accommodations in representation, expression and engagement that can benefit the entire class. Most of the paper will focus on specific, practical strategies for implementing UDL within assessment in higher education. Such strategies include building executive function, implementing multi-channel assessment, and learning about students through an “evaluation loop.”

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.

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 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.

Measuring language learner autonomy in higher education: The Self-Efficacy Questionnaire of Language Learning Strategies

2019 ◽  
Vol 9 (2) ◽  
pp. 371-393
Author(s):  
Elke Ruelens
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Language Learner ◽  
The Self ◽  
Strategy Training ◽  
Language Learning Strategies

Abstract Students in higher education are expected to be autonomous and to become co-owners of their learning. In practice, they need support to advance their autonomy, and formal education is assigned an important role in this development. In order to optimally support the advancement of learner autonomy, educators should be able to define, identify and measure autonomy. Many models and approaches for measuring learner autonomy have been proposed, but as they were mainly developed for research purposes, they are not well suited for implementation in everyday teaching. This study aimed to design a tool to measure language learner autonomy in higher education that is easy to administer and interpret. The Self-Efficacy Questionnaire of Language Learning Strategies (SEQueLLS) blends the constructs of self-efficacy and learner autonomy. This article clarifies the intersection of both concepts, before outlining the development and preliminary validation of the questionnaire. Data collected during a pilot study in the Department of Linguistics and Literature at the University of Antwerp were used to perform a reliability analysis. The article will proceed with a discussion of the ways in which the questionnaire can inform teaching practice: on the basis of two case reports, teaching strategies for supporting students’ autonomy and sense of self-efficacy will be considered. To conclude, a framework suggesting an approach for developing strategy training based on students’ perceived efficacy beliefs for the use of learning strategies is proposed.

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