scholarly journals Teaching Communicatively in a Classroom with Mobile-sourced Materials

2021 ◽  
Vol 12 (5) ◽  
pp. 23
Author(s):  
Rupert Walsh
Keyword(s):  
Language Learning ◽  
English Language ◽  
Classroom Teaching ◽  
The Novel ◽  
Self Directed Learning ◽  
Shared Experience ◽  
Mobile Assisted Language Learning ◽  
Material Sources ◽  
Directed Learning ◽  
Student Reactions

Mobile Assisted Language Learning (MALL) is now common in extra-curricular language learning, but, more recently, teachers have increasingly sought ways to utilise MALL as a communicative classroom tool. Research into the extent that MALL can transform a whole communicative language course, and learners’ impressions of such courses, is scarce. This study, therefore, sought the opinions of five undergraduate learners on a short communicative English language course based on communicative principles, with materials entirely sourced from learner’s own devices. Learner reflections elicited in interviews suggested that MALL had aided the facilitation of an environment that was interactive, motivating, differentiated, authentic and autonomous, at times potentially more so than on a course using traditional material sources. The novel aspect of allowing freedom in choosing materials caused some complications, though none were considered insurmountable with minor adjustments to the course plan. In summary, student reactions implied that a communicative course could be taught exclusively through mobile-sourced materials, but further research is required to identify exactly how this would best be achieved. Nevertheless, findings here give reasons for practitioners to explore methods of classroom teaching inclusive of MALL that encourage self-directed learning, the creation of a platform for interaction, personalization, differentiation, a shared experience for learners and elements of game-play.

scholarly journals Self-Directed Learning Readiness (SDLR) among Foundation Students from High and Low Proficiency Levels to Learn English Language

2018 ◽  
Vol 15 (Number 2) ◽  
pp. 55-81
Author(s):  
Abu Bakar Razali ◽  
Lim Ying Xuan ◽  
Arshad Abd. Samad
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Language ◽  
English Proficiency ◽  
T Test ◽  
Language Learning Strategies ◽  
Self Directed Learning ◽  
Proficiency Levels ◽  
Significant Difference ◽  
Directed Learning

Purpose – In the field of second language education, self-directed learning is really important as it can empower students to attain optimal success in language learning by engaging students to express their ideas confidently, think reflectively and make use of language learning strategies. The main aim of the present study is to investigate students’ self-directed learning readiness (SDLR) in a foundation program in a public university in Malaysia so as to find out how they perceive this approach can improve their learning of the English language at tertiary level. More specifically, the researchers intend to find answers to these research questions: 1) Are foundation students ready to use self-directed learning strategies in English Language learning? (i.e. awareness, motivation and language learning strategies); 2) Is there a significant difference in the three attributes (i.e., awareness, motivation and language learning strategies) of self-directed learning among foundation students?; and 3) Is there a significant difference between English language proficiency (upper and lower) and the three attributes (i.e., awareness, motivation, language learning strategies) in using self-directed learning strategies? Methodology – A set of survey questionnaires with a 6-point Likert scale were administered to 400 students attending an English proficiency course (i.e., Introduction to Academic English) in the first semester of the Foundation Studies for Agricultural Science program. The data of the questionnaire were analyzed using descriptive statistics, independent samples t-test and paired samples t-test. Findings – Results revealed that the respondents have a rather high degree of readiness to apply self-directed learning strategies in learning English. Motivation has the highest mean scores (M=4.57), followed by language learning strategies (M=4.41) and awareness (M=4.34). Results also showed that there are no difference in terms of SDLR depending on English proficiency levels, namely lower level (MUET Bands 1,2,3) and upper level (MUET Bands 4,5) (p>.05). Significance – The findings are beneficial for students to learn more about their readiness to apply the self-directed learning strategies. In particular, these findings also provide insights for lecturers, program administrators, curriculum developers, and policy makers to plan and implement suitable teaching methods, course outlines, and curricula for the development of the students’ English language abilities.

scholarly journals Fostering Independent Learning amongst English for Academic Purposes Students through Exploration of Digital Tools

2020 ◽  
Vol 11 (6) ◽  
pp. 863
Author(s):  
Marie-Claude Toriida ◽  
Robert Johnson ◽  
Simon Heslup ◽  
Rabeena Adul Latif ◽  
Conchita Fatima Chiuco ◽  
...  
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Language ◽  
English For Academic Purposes ◽  
Learning Preferences ◽  
Independent Learning ◽  
Digital Tools ◽  
Self Directed Learning ◽  
Directed Learning

Interest in using digital tools (DTs) to facilitate self-directed learning has continued to increase alongside the power and complexity of the Web. However, English language instructors cannot always be certain of the appropriateness of particular DTs for their students’ unique linguistic needs, learning preferences, and cultural sensitivities. This study seeks to determine if a pedagogical approach making English language learners (ELLs) at a university in Qatar responsible for finding, trialing, vetting, and perhaps endorsing DTs results in significant changes in opinions and behaviours regarding such self-directed learning resource use. The analysis of the quantitative and qualitative data suggests that students in this context are already using DTs for English language learning, without prior teacher instructions, and are comfortable doing so. However, the findings suggest that students of lower English ability might benefit from more initial instructor guidance in selecting and using new DTs. While participants did not increase their use of DTs as a result of the intervention, they noted having become more efficient in using them. All participants said that the intervention had been beneficial. Many noted they had discovered at least one new tool that they would continue to use.

scholarly journals Self-directed learning as related to learning strategies, self-regulation, and autonomy in an English language program: A local application with global implications

2018 ◽  
Vol 8 (2) ◽  
pp. 445-469
Author(s):  
Melissa Williamson Hawkins
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Research University ◽  
English Language ◽  
Self Regulation ◽  
Self Directed Learning ◽  
Language Program ◽  
Self Regulated Learning ◽  
Educational Environments ◽  
Directed Learning

English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program. 

An Evaluation of a Student Resource Centre

1992 ◽  
Vol 9 (2) ◽  
pp. 99
Author(s):  
Bob Courchêne
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Classroom Teaching ◽  
Self Directed Learning ◽  
Pedagogical Innovation ◽  
Post Secondary ◽  
Frequency Of Use ◽  
Self Study ◽  
Directed Learning

The use of Student Resource Centres to support L2 students' language learning is a very recent pedagogical innovation at the post-secondary level in language-teaching institutions in Canada. In this study the author reports very briefly on how to set one up and, then, goes on to survey student opinion on the role of self-directed learning in learning a second language. Information on topics such as type and suitability of material used, frequency of use, relation of self-study to classroom teaching gathered through a series of questionnaires and formal and informal interviews is analyzed and interpreted in a descriptive manner. The paper concludes with comments on the role of self-directed learning in L2 teaching and learning.

scholarly journals Self-directed Learning in Preparatory-year University Students: Comparing Successful and Less-successful English Language Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 59
Author(s):  
Fatimah M. A. Alghamdi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
English Language ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Primary Objective ◽  
The Self ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Preparatory Year

<p>There is consensus among those involved in teaching English as a foreign language (EFL) in the Saudi educational context that students’ achievement in language learning is below expectations. Much research has been directed towards finding the reasons for low achievement amongst learners. However, very few studies have looked at parameters of learners’ agency and learners’ responsibility in the learning process. This study examines learners’ efforts at self-directed learning, measured with reference to a set of behavioral and metacognitive constructs. The primary objective is to diagnose efficiency problems in EFL learning and compare successful learners to those who fail to progress from one academic language level to the next. A secondary objective in this study is to find out if the General Aptitude Test (GAT) score is a predictor of success in language learning.</p><p>The findings reveal significant differences between successful learners and less-successful learners in aggregate self-directedness scores. However, while the analysis of the component constructs shows statistically significant differences between successful and less-successful learners in the self-management and study time measures, differences in the self-monitoring and motivation measures were non-significant. The lack of significant differences between some of the measures is attributed to the relative baseline similarity of the two groups. Moreover, the GAT measure yielded a counter-intuitive result; namely that less-successful learners had higher GAT scores than the successful ones, though the difference wasn’t statistically significant. The study concludes with implications for further research; for example, calling for a larger scale investigation of self-directedness, as well as other meta-cognitive strategies, and the possible relationship of these to GAT scores. Academic coaching of self-directedness and self-regulation strategies for college students is recommended.</p>

scholarly journals Apathy, Agency, and Sociocultural Mediation in a University English Course

2020 ◽  
Vol 2019 (1) ◽  
pp. 144
Author(s):  
Masayo Kanno
Keyword(s):  
Language Learning ◽  
English Language ◽  
Self Directed Learning ◽  
Japanese University ◽  
Semistructured Interviews ◽  
Sociocultural Approach ◽  
Directed Learning ◽  
Learner Agency ◽  
Japanese Learners

This paper is a report of an exploratory case study with a learner who showed apathetic attitudes in a Japanese university English course. Previous research indicated the influence of self-perception, learner autonomy, and exam washback effects on Japanese learners’ attitudes towards language learning. This study takes a sociocultural approach to contribute to a deeper understanding of the constructive nature of learner agency. Semistructured interviews unexpectedly revealed the learner’s multilingual experiences and ongoing self-directed learning efforts outside the classroom. A thematic analysis identified two themes: the ineffectiveness of the classroom learning environment and the importance of English language skills. These themes illustrated that learner agency was mediated through interaction between the learner’s subjective opinions and collective attitudes in the classroom. The author discusses pedagogical factors that could enhance learner agency and facilitate learner involvement in language learning. 本論文は、日本の大学の英語の授業内で無関心な態度を示す一人の学習者に関する探求的事例研究の報告である。先行研究では、自己認識や学習者の自律性、そしてテストの波及効果が日本人学習者の語学学習に対する姿勢に与える影響が示されている。本研究は、社会文化論的なアプローチから、発展的な性質を持つ学習者行為主体性をより深く理解することを目的とする。半構造化インタビューでは、多言語に接した経験があり、現在自主的に英語を学習していたことが予想外に明らかになった。主題分析により、効果的ではない教室での学習環境、英語力の重要性、の二つのテーマが特定された。これらのテーマは、学習者の主観的な意見と教室内での集合的な態度の相互作用を媒介として行為主体性が形成されることを示唆した。著者は、行為主体性を高め、語学学習への関わりを促進することができるような教育的要素を論じる。

scholarly journals THE QUEST OF SELF-DIRECTED LEARNING OF ADULT EFL LEARNERS IN INDONESIAN HIGHER EDUCATION CONTEXT

2019 ◽  
Vol 6 (1) ◽  
pp. 73-90 ◽  
Author(s):  
Nita Sari Narulita Dewi ◽  
Neni Marlina ◽  
Yusup Supriyono
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Student Teachers ◽  
English Language ◽  
Learning Strategy ◽  
Learning Performance ◽  
English Language Learning ◽  
Self Directed Learning ◽  
Efl Learners ◽  
Directed Learning

This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, learning strategy, self-monitoring, and social competence. This research contributes to body knowledge of English language learning at higher education in which a teacher will be able to choose or select appropriate teaching strategies dealing with learners’ learning behaviour promoting autonomous learning. The findings also suggest the learners to conduct learning process properly since self-directed learning enables the learners to maximize their both internal and external potentials in order to achieve better English achievement.

scholarly journals Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes

2021 ◽  
Vol 6 (1) ◽  
pp. 19-31
Author(s):  
Muhammad Fathur Rahman Khalik ◽  
Nur Hidayanto Pancoro Setyo Putro
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
English Language Learning ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25. Findings: The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected. Conclusion: Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

Language Skills Training through Mobile Apps

2017 ◽  
pp. 142-167
Author(s):  
Revathi Viswanathan
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Teaching And Learning ◽  
English Language ◽  
Mobile Apps ◽  
Language Skills ◽  
Skills Training ◽  
Language Teachers ◽  
English Language Teaching ◽  
Mobile Assisted Language Learning

With the advancement in technological tools and devices, language teachers can foster learning of communication skills through mobile devices. There is a growing interest among students to use the latest gadgets for getting connected with their peers. It must be admitted that the usage of these devices would bring in a real revolution in the teaching and learning process. It has been widely accepted that mobile learning promotes students' active participation. Teachers also now understand that one of their responsibilities is to create more opportunities to make their students practice language skills. Although numerous researches has been done in the field of English Language Teaching in India, research on mobile assisted language learning is still in an infancy stage. In this chapter, the author discusses the possibility of offering training through mobile apps, based on research she conducted recently.

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