Teachers Views On Fostering Learner Autonomy Through A Call Project
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Teachers Views On Fostering Learner Autonomy Through A Call Project
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Author : Anthony C. Cripps
language : en
Publisher:
Release Date : 2008
Teachers Views On Fostering Learner Autonomy Through A Call Project written by Anthony C. Cripps and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with categories.
Fostering Learner And Teacher Autonomy Through Project Based Computer Assisted Language Learning
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Author : Worawoot Tutwisoot
language : en
Publisher:
Release Date : 2012
Fostering Learner And Teacher Autonomy Through Project Based Computer Assisted Language Learning written by Worawoot Tutwisoot and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012 with categories.
This study investigated the development of autonomy in language learning through exposure to a Project-Based Computer-Assisted Language Learning (PBCALL) programme. The participants were 12 undergraduate English language teacher education students in Nakhon Ratchasima Rajabhat University in Thailand. The data were collected in three phases to address three research questions: What supported and hindered the development of autonomy in the participants' previous experience? To what extent did participation in the PBCALL programme foster the development of autonomy of the participants as learners of English? Did the participants, as teachers, apply the concept of autonomy in their professional development and classroom teaching? The data collected included three individual interviews, students' journal, scripts of Computer-Mediated Communication, and the researcher's field notes. The data were analysed qualitatively by using activity theory as an analytical framework.In this study, autonomy refers to two aspects: freedom of the participants in the classroom and self-regulated learning beyond the classroom. The analysis of the first phase of the study revealed three levels of contradictions that constrained the exercise of autonomy in the participants' previous learning experience both in the pedagogical context and beyond the classroom. In the primary level, the participants found contradictions within themselves. They admitted that while they valued the freedom, some of them were familiar with a passive and dependent role in the classroom. Beyond the classroom, they were aware that autonomous learning after class was crucial when learning English. However, they admitted that a lack of motivation and the ability to find mediating artefacts hindered self-learning activities in their free time. In the second level, it was found that there were contradictions among elements in the activity system. The teacher took control of the classroom and made most of the decisions about mediating artefacts including teaching and learning activities, contents, and materials. The secondary contradictions occurred when these mediating artefacts did not match the interest, preference, and object of the participants. Beyond the classroom, the participants lacked the ability to find suitable learning materials. The tertiary contradictions were revealed because the teacher's choice was found to be influenced by external factors outside the activity system including expectation of the institution, predetermined curriculum, and government policy. The second phase of the study aimed to investigate the impact of participation in the PBCALL Programme on the participants' autonomy in learning English. The PBCALL Programme was a 12-week programme designed to encourage the participants to learn English through meaningful tasks, collaboration in autonomy supportive and Computer-Assisted Language Learning (CALL) environments. The analysis of this phase revealed that the PBCALL Programme increased the participants' motivation, raised awareness of freedom in learning English, and enhanced the ability to find artefacts to mediate their current study, their learning of English, and class preparation for their own teaching.The third phase of the study took place after the participants returned from practicing teaching in primary and secondary schools. This phase investigated the participants' experience as teachers of English focusing on teacher autonomy which refers to the academic freedom to manage their own classroom and the autonomy to self-regulate their own professional development. The analysis revealed that the degree of freedom to manage their own classroom was different depending on the rules or norms of the school in which they were teaching, predetermined teaching materials, curriculum, government policy, and the expectation of the school, colleagues, and stakeholders. In terms of professional development, some participants reported that as a result of participation in the PBCALL Programme, they kept learning English on their own and used the Internet as a tool for class preparation. They also shared the knowledge with their colleagues who had never benefited from the Internet because of a lack of ability.The participants tried to foster the first aspect of autonomy of their students by providing their students with the opportunity to engage in decision making in the classroom to different degrees. They reported positive outcomes including increasing students' motivation and enhancing their engagement in the classroom. However, some of the participants were constrained by the interpretation of the appropriateness of freedom and the estimation of the readiness for autonomy of their students. In terms of the second aspect of autonomy, the participants tried to motivate their students both intrinsically and extrinsically. The secondary contradictions were found between the participants and their students when their objects were different. Moreover, they attempted to equip their students with the ability to find learning artefacts especially from the Internet so that they could learn autonomously beyond the classroom. However, some of the participants were constrained by insufficient facilities.
Fostering Learner Autonomy
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Author : Christian Ludwig
language : en
Publisher: Candlin & Mynard Epublishing
Release Date : 2018-03-07
Fostering Learner Autonomy written by Christian Ludwig and has been published by Candlin & Mynard Epublishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2018-03-07 with Language Arts & Disciplines categories.
The volume contains 16 chapters that bring together language learner autonomy and the complex and multifaceted concept of action research.This volume shows that learner autonomy is both a prerequisite and ultimate goal of (action) research.
Learner Autonomy And Call Environments
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Author : Klaus Schwienhorst
language : en
Publisher: Routledge
Release Date : 2012-11-12
Learner Autonomy And Call Environments written by Klaus Schwienhorst and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-11-12 with Education categories.
This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
Learner Autonomy In Language Learning
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Author : Sara Cotterall
language : en
Publisher: Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften
Release Date : 1999
Learner Autonomy In Language Learning written by Sara Cotterall and has been published by Peter Lang Gmbh, Internationaler Verlag Der Wissenschaften this book supported file pdf, txt, epub, kindle and other format this book has been release on 1999 with Education categories.
This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.
Assessment And Autonomy In Language Learning
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Author : C. Everhard
language : en
Publisher: Springer
Release Date : 2015-03-25
Assessment And Autonomy In Language Learning written by C. Everhard and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-03-25 with Education categories.
This book examines this contested relationship between assessment and autonomy from a number of perspectives in a variety of Higher Education language-learning contexts in Europe and the Far East. The contributors to the book describe research into assessment both for and as autonomy, as well as approaches to the assessment of autonomy itself.
Fostering Learner Autonomy Amo
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Author : Kit-Mui Annie Leung
language : en
Publisher: Open Dissertation Press
Release Date : 2017-01-27
Fostering Learner Autonomy Amo written by Kit-Mui Annie Leung and has been published by Open Dissertation Press this book supported file pdf, txt, epub, kindle and other format this book has been release on 2017-01-27 with Language Arts & Disciplines categories.
This dissertation, "Fostering Learner Autonomy Among Weak Students via Information Technology" by Kit-mui, Annie, Leung, 梁潔梅, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract Fostering Learner Autonomy among Weak Students via Information Technology submitted by Annie Leung Kit Mui for the degree of Master of Arts (Applied Linguistics) at the University of Hong Kong September 2004 Learner autonomy is being promoted at different levels of curriculum, age groups, and more significantly among tertiary students or young adults as supporting skills to life long learning. This dissertation examines autonomous learning among weak learners aiming at post secondary level, making use of Information Technology (IT). The potential of IT in web reading and email communication for authentic language resources to enhance autonomous learning is the key issue to be examined. Autonomous learning was approached in three dimensions: learners' participation in the learning process, utilizing IT as the learning mode and establishing roles in self-management. This study attempts to find out how weak students can develop learner autonomy in second language learning. The research investigation is based on students' perceptions of learner autonomy; the effectiveness of IT and email communication; and learners' awareness of their roles and responsibilities. Questionnaires, email replies and interviews were used to collect both quantitative and qualitative data. Students' views were interpreted for indication of the degree of learner autonomy being developed among the participants. On the whole, the results showed positive comments and supported IT as the learning and communication tool. This study was only an introductory training for weak learners and the subjects showed an increased use of English web pages as their fundamental integration of IT as the learning mode. Finally implications for teachers' roles and concern for proper use of the Internet are discussed. It is generally felt that autonomous learning can be a promising means to raise students' awareness of their roles and responsibilities in language learning, although the involvement of teacher's role is equally important for successful learner autonomy implementation. DOI: 10.5353/th_b2966491 Subjects: Learner autonomy - China - Hong Kong Web-based instruction - China - Hong Kong English language - Computer-assisted instruction - China - Hong Kong Underachievers - China - Hong Kong
Learner Autonomy And Call Environments
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Author : Klaus Schwienhorst
language : en
Publisher: Routledge
Release Date : 2012-11-12
Learner Autonomy And Call Environments written by Klaus Schwienhorst and has been published by Routledge this book supported file pdf, txt, epub, kindle and other format this book has been release on 2012-11-12 with Education categories.
This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
Learner Autonomy In The Foreign Language Classroom
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Author : David Little
language : en
Publisher:
Release Date : 2003
Learner Autonomy In The Foreign Language Classroom written by David Little and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2003 with Language and languages categories.
Fostering Learner Autonomy Using The Process Writing Approach
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Author : Marine Yeung
language : en
Publisher: LAP Lambert Academic Publishing
Release Date : 2015-02-09
Fostering Learner Autonomy Using The Process Writing Approach written by Marine Yeung and has been published by LAP Lambert Academic Publishing this book supported file pdf, txt, epub, kindle and other format this book has been release on 2015-02-09 with categories.
Writing has great potential in fostering the development of learner autonomy, especially when an appropriate pedagogical approach is used. This book reports on a study which explored the effects a multiple-draft peer-review writing programme had on the development of autonomous skills and attitudes among some young ESL writing learners. In particular, findings from two of the classes, both from the same girls' school but one taught by a native English-speaking teacher (NET)and the other by a local English teacher (LET), shed some light on how cultural differences may affect the outcomes of a pedagogical approach. Implications for further research are discussed.