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Motivating Chinese Students by Fostering Learner Autonomy in Language Learning
Zejun Ma,Ruixue Ma
Theory and Practice in Language Studies , 2012, DOI: 10.4304/tpls.2.4.838-842
Abstract: Autonomy in language learning is a relatively new field and research on learner autonomy started in 1970s. However, as the theory and practice of language teaching enters a new century, the importance of helping students become more autonomous in their learning has become one of its more prominent themes. Nowadays, autonomy is widely accepted as a desirable goal in education. A common theme in justifications for autonomy, especially in general education but also in language learning, is that autonomous learners become more highly motivated and that autonomy leads to better, more effective work. This paper is aimed to investigate the link between motivation and learner autonomy, especially how motivation and autonomy can mutually reinforce each other with the emphasis on how the development of learner autonomy through developing negotiated syllabus helps to motivate students in language learning. We trust when we shift the power of making decisions for their own learning through negotiations into students’ hands, they will become highly motivated and whole-heartedly involved and take on greater responsibility for their own learning.
Reflections on the What of Learner Autonomy  [cached]
Masoud Zoghi,Hamid Nezhad Dehghan
International Journal of English Linguistics , 2012, DOI: 10.5539/ijel.v2n3p22
Abstract: The critical role of the learner in the language learning process has been stressed within recent approaches in the humanities and language studies. For this reason the term learner autonomy is now a very fashionable word in the fields of language learning and teaching. On a general note, there are two dominant approaches to knowledge and learning, each of which adopts a different stance on learner autonomy. These two opposing camps are usually referred to as positivism and constructivism. Although learner autonomy is welcomed by many educators, there is not a broad consensus of opinion on its definition. In this article attempts have been made to show that learner autonomy is a dual conceptualization which incorporates the notions of dependence and independence. The ideology driving the view of learner autonomy presented here has been that learner autonomy should be achieved through the tenets of the scaffolding theory proposed by Bruner (1988). Additionally, the authors will highlight the factors involved in building up autonomy in students. It is hoped that the way we go about dealing with this concept may shed some light on the labyrinth that we are all in, namely the field of ELT.
Learner autonomy in the light of Freire
Nicolaides, Christine Siqueira;Fernandes, Vera;
DELTA: Documenta??o de Estudos em Lingüística Teórica e Aplicada , 2008, DOI: 10.1590/S0102-44502008000300006
Abstract: concepts on autonomy in language learning usually converge to the responsibility over one's own learning. this paper aims to emphasize that learner autonomy is also a matter of getting involved with the social environment in which the learner is inserted in. this conception will be analyzed in the light of freire's critical pedagogy. otávio, considered a "rebel" by his own teachers, is brought up as a case study to illustrate kinds of transformation, which might happen under the influence of the environment and of the opportunities generated in it.
Teachers’ Roles in Promoting Students’ Learner Autonomy in China  [cached]
Fang Fumin,Zhang Li
English Language Teaching , 2012, DOI: 10.5539/elt.v5n4p51
Abstract: Since 2007, the Ministry of Education of China has been promoting a shift from traditional teaching models to a new teaching model where students’ autonomous learning skills can be enhanced. In particular, college students are encouraged to learn English free from the constraints of time or place. While learner autonomy has been perceived as contributing tremendously to student learning, it is a new concept to many local teachers and students. Many teachers even think that the emphasis on learner autonomy means teachers’ functions are on the decline. This paper reports on an empirical study that investigated the current roles that teachers play in the context of learner autonomy. Through a questionnaire, the study reveals that teachers took on more challenging and multiple roles in the new teaching model. Meanwhile, the structural model for teachers’ roles has been built so as to give implications to college English teachers in China.
Practices and Prospects of Learner Autonomy: Teachers’ Perceptions  [cached]
AbdulRahman Al Asmari
English Language Teaching , 2013, DOI: 10.5539/elt.v6n3p1
Abstract: Language learning process works through the learners’ own reflection on how they learn and it makes learners active in the sense that they learn to analyze their learning strategies. So they start making decisions, e.g., whether to improve them or not, and in which way. Generally, this trait is missing in traditional language teaching process and students are not expected to reflect upon their own learning, analyzing and evaluating their learning experience. Retrospective tasks, such as interviews, group discussion and structured questionnaires encourage learners to reflect upon learning and these retrospective activities may help learners to take responsibility for their language learning processes as autonomous learners and thus making a motivated learner. The role of the teacher is central to the development of learner autonomy (Hurd, Beaven, & Ortega, 2001; Benson, 2009). A teacher is required to create a classroom learning environment that is supportive of learner autonomy. This may involve the teacher first addressing learners’ past learning experiences, then slowly raising their awareness to the benefits of increased independence in their learning. Dickinson (1993) adds that learner training should aim to help learners develop the ability to take more responsibility for their own learning. To do this, a survey was conducted at Taif University English Language Centre (KSA) to collect the opinion of teachers regarding the practices and prospects of learner autonomy in their classrooms. The sample consisted of 60 teachers from different countries teaching English to Arab students at University level. The study focused on the teachers’ notion of learner autonomy, its practices and prospects in Saudi Arabian context. Findings stress that it is important to provide learner training together with the studies and make it an integral part of the teaching process so as to help learners become autonomous.
Learner Autonomy in EFL Studies in Vietnam: A Discussion from Sociocultural Perspective  [cached]
Tin Tan DANG
English Language Teaching , 2010, DOI: 10.5539/elt.v3n2p3
Abstract: Learner autonomy has been identified as a complicated capacity that potentially has a great impact on personal growth and achievement. Different mediated attributes associated with situational, psychological, cultural and political aspects of this construct have been developed and examined to facilitate the promotion of this educational goal. Taking this into account, this paper adopts socio-cultural perspective to localize the situation of EFL learning in higher education in Vietnam. Personal reflections and part of the data generated from a large-scale project are extracted to illustrate a dilemma of the context where learner autonomy can be either fostered or hindered deliberately within various community constraints. The paper finishes with a discussion on the implementation of local learner autonomy promoting practices and puts forward some directions for further research.
Democracy, discourse and learner autonomy in the foreign language classroom  [PDF]
David Little
Utbildning & Demokrati : Tidsskrift f?r Didaktik och Utbildningspolitik , 2004,
Abstract: The first part of this article is concerned with learner autonomy in practice.It begins with a working definition of learner autonomy, goes on to describethe discursive practices of three language learning environments in which itsdevelopment is a central goal, and ends by proposing that autonomy inlanguage learning is underpinned by three general pedagogical principles:learner involvement, learner reflection, and appropriate target language use.The second part of the article considers John Dewey’s concept of democracyin education and its relation to learner autonomy, arguing that each conceptimplies the other and attributing their interdependence to the essentiallydialogic nature of communication and learning. The conclusion briefly re-states the importance of both concepts for education and society.
Learner autonomy development through digital gameplay  [PDF]
Alice Chik
Digital Culture & Education , 2011,
Abstract: Playing digital games is undeniably a popular leisure activity, and digital gaming is also gaining academic attention and recognition for enhancing digital literacies and learning motivation. One tricky issue when exploring digital gaming in Asian contexts is the popularity of English and Japanese games. Though Chinese and Korean online games are readily available, many of the more popular commercial off-the-shelf (COTS) digital games are in English and Japanese. Students in Hong Kong are required to take English as a foreign language, which resulted in a huge range of proficiency, but Japanese is not offered at public schools. So, most Hong Kong gamers are playing foreign language games. Yet language barriers do not diminish the market demand for foreign language digital games. This paper explores the phenomenon of digital gaming in foreign languages. Based on findings from an on-going research project with ten undergraduate video gamers (F=4, M=6), this paper argues that gamers exercise learner autonomy by managing their gaming both as leisure and learning experiences.
Turkish EFL Learners’ Readiness for Learner Autonomy
?zgür Y?ld?r?m
Journal of Language and Linguistic Studies , 2008,
Abstract: The notion of ‘learner autonomy’ has become more and more crucial in the field oflanguage learning for the last three decades due to the development of learner centeredapproaches in education. Current literature on learner autonomy suggests that the perceptionand practice of autonomous learning change according to specific cultural and educationalcontexts. Therefore, in any given country, it is important to identify students’ readiness forlearner autonomy before designing or adapting activities to promote autonomous learning.This study is an attempt in that direction. Aiming at identifying university level Turkish EFLlearners’ readiness for learner autonomy, the study investigated 103 learners’ perceptions ofteacher and learner responsibilities, their opinions about their own abilities to actautonomously, and the frequency of actual autonomous language learning activities theyemploy. Results indicated that learners seem to be ready to take more responsibility in manyareas of the language learning process.
Teacher-Learner Autonomy in Second Language Acquisition  [cached]
Hui YAN
Canadian Social Science , 2010,
Abstract: This Paper intends to discuss teacher autonomy as well as learner autonomy, thus giving some insights into the study and application of learning autonomy in second language Acquisition(SLA). Key words: teacher autonomy; learner autonomy; interactions Résumé: Cet article compte discuter de l'autonomie des enseignants et l'autonomie des apprenants, ce qui donne un certain éclairage sur l'étude et l'application de l'autonomie d’études dans l’acquisition d’une deuxième langue (SLA). Mots-Clés: autonomie d’enseignant, autonomie d’apprenant, interactions
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