EFL Learners’ Autonomous Listening Practice Outside of the Class

Fang-Ying Yanf

doi:10.37237/110403

Abstract

This study utilizes the design of an informal, semi-structured self-directed English listening program beyond the classroom in a university in Taiwan. The purpose was to examine Mandarin-speaking EFL learners’ autonomous learning processes and their perceptions toward the program. Twenty-two participants voluntarily signed up for the ten-week program, in which TED videos were used as the listening materials. Except for the orientation during the first week, all learning activities took place outside of the classroom at each learner’s pace. Data included 446 listening logs, end-of-program questionnaires, and interviews. The findings reveal that during the autonomous learning process the participants adopted various strategies at the stages of setting goals, selecting materials, developing learning methods, and evaluating learning outcomes. The strategies and self-regulation skills were shaped by both personal and contextual factors. Active metacognitive processes were also observed. Although learners’ participation decreased over time, they valued the opportunity to exercise control over their learning by having greater flexibility than that of taking a course. This study extends our understanding of learner autonomy in a specific context, which could shed light on the future designs of the self-directed language program.

Highlights

Research has shown that language learners of different ages engage in a variety of autonomous language learning activities using technology outside the classroom (Kuppens, 2010; Toffoli & Sockett, 2010)
The analysis of the 446 listening logs indicated that 44% of the listening practices took approximately 16 to 30 minutes; 31% took less than 15 minutes; 25% took more than 30 minutes
The metacognitive strategy use is based on the metacognitive knowledge that learners possess, which can be divided into person, task, and strategy knowledge (Vandergrift & Goh, 2012)

Summary

Introduction

Research has shown that language learners of different ages engage in a variety of autonomous language learning activities using technology outside the classroom (Kuppens, 2010; Toffoli & Sockett, 2010). Most studies examined the nature of autonomous out-of-class language learning in informal, unstructured contexts where academic credits nor teacher guidance were involved. Few have explored autonomous out-of-class language learning in informal, semi-structured contexts where learners do not need to comply with formal course requirements but is guided or supervised by a teacher(s). This study utilizes the design of an informal, semi-structured self-directed listening program outside the classroom, and examines EFL learners’ learning processes and their perceptions toward the program. Students may not necessarily know how to self-regulate their language learning in informal, unstructured environments. Through an understanding of the autonomous learning process, this study intends to shed light on the design principles of out-of-class language learning arrangements, which may play important roles in supporting learners to transition from the stages of teacher-directed learning to self-directed learning, or in offering more diverse out-of-class language learning modules

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