Authentic Learning: Enhancing Learners’ Academic Literacy Skills

Ernest Kwesi Klu,Hlaviso Motlhaka,Albert Agbesi Wornyo

doi:10.7575/aiac.ijalel.v.7n.4p.56

Abstract

Several studies have shown that authentic learning facilitates learners’ acquisition of knowledge, understanding of concepts and application of skills to solve real life problems. This study explores how authentic learning can be used to help English as a Second Language (ESL) learners to acquire academic literacy skills. The objective of the study was to observe students’ reaction to authentic learning, to find out their learning styles and to find out their views about the authentic learning tasks and activities. The study adopted observation and a qualitative free text comments approach to collect data about students’ reaction to the authentic learning activities and students’ learning styles. In addition, focus group discussions and interviews were conducted to let students express their views about the authentic learning tasks and activities that were implemented. The paper presents the views of students about the authentic learning tasks and activities that were implemented. The students reacted positively to the authentic learning tasks and activities and expressed satisfaction. The findings of the study demonstrate that authentic learning can be used to enhance the academic literacy skills of ESL learners.

Highlights

It is a widely held opinion among educators that learning is best accomplished through experiences by doing rather than listening and observation
This study explores how authentic learning can be used to help English as a Second Language (ESL) learners to acquire academic literacy skills
Focus group discussions and interviews were conducted to let students express their views about the authentic learning tasks and activities that were implemented

Summary

Introduction

It is a widely held opinion among educators that learning is best accomplished through experiences by doing rather than listening and observation. Researchers and educators have tried several ways to turn instruction in the classroom into series of tasks and activities that will serve as learning experiences for learners. One of such ways of making students learn by doing rather than listening is through authentic learning tasks and activities. 2) defines it as “a means of learning which happens by participating and working on real-world problems.” Pearce 1) defines authentic learning as “learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences that mirror the complexities and ambiguities of real life.”. The definitions of authentic learning emphasises learning by exposure to real-world experiences. Lombardi (2007, p. 2) defines authentic learning “as a type of learning that focuses on real-world, complex problems and their solutions, using role-playing exercises, problem-based activities, case studies and participation in virtual communities of practice.” Har (2016, p. 2) defines it as “a means of learning which happens by participating and working on real-world problems.” Pearce (2016, p. 1) defines authentic learning as “learning designed to connect what students are taught in school to real-world issues, problems, and applications; learning experiences that mirror the complexities and ambiguities of real life.” Authentic learning is designed in such a way that students are exposed to real life experiences of what they are being taught

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