Autonomous Learning Research Articles

Evaluation of the sustainable development of college students' English autonomous learning ability in a mobile learning environment

Evaluation of the sustainable development of college students' English autonomous learning ability in a mobile learning environment

메타버스를 활용한 한국·싱가포르 국제교류 수업의 실천

This study aims to practice international exchange classes between Korea and Singapore using the metaverse and to seek the meaning of learning and encounters in the metaverse space. As a result of the elements of the metaverse to the autonomous cooperative learning model, discussion between learners on topic research and presentation methods was more emphasized than in conventional classes. Since the introduction of data in the metaverse is mainly done in the form of web postings, effective information delivery strategies that take this into account have been discussed a lot. In addition, since the entire learning- sub-topic- mini-subject learning spaces are separated and connected, communication between group members was greatly required to create a harmonious space composition with overall learning while maintaining the individuality of the subject selected by the learner. As a result of class execution, in terms of learning, the strengthening of learning accountability due to the occupation of learning space, the creation of a two-sided space of connection and exclusion, and the autonomy of learning between exploration and wandering were meaningfully observed. As for the dimension of meeting, it was possible to confirm the aspects of hospitality experienced as hosts and guests and the new ideas of hospitality discovered by the learners.

Teaching and Learning in the Digital Era: Changing Roles and Expanded Responsibilities

Several changes have characterized the teaching/learning environment in the last decade. The growing importance of ICT (Information and Communication Technology) has offered new avenues for teachers and students to deal with content and to ensure practical and effective means of interaction. In addition, the sudden and unexpected events that are taking place all over the globe are urging educationists and stakeholders to seriously think of alternative ways to traditional face to face instruction. The pandemic crisis of COVID 19, the unstable political, economic and social situation in many parts of the world have fostered the idea of migrating to digital (online) learning which guarantees safer and more secured interaction among teachers and students. This paper sheds light on the changing roles and expanded responsibilities of Algerian EFL teachers and students in the 21st Century digital era. Tools of data collection include two different online questionnaires designed for teacher educators and students at the Ecole Normale Supérieure ‘Assia Djebar’, Constantine, Algeria. Results concluded that the experience with e-learning was challenging but worth endeavouring. Moreover, the subjects have shown a certain degree of awareness about the importance of digital instruction in developing students’ autonomous and collaborative learning. On this basis, the study has come up with some suggestions from instructors and learners to make digital learning easier and more effective experience in the future.

Freedom of choice contrasted with course ownership – students’ and academic staff’s understanding of learner autonomy in a select engineering school

ABSTRACT Discussion of learner autonomy has often been led by educationalists and policy makers. How do learners interpret the notion? This question, as well as addressing how students’ understandings compared to those of their instructors’ were the questions that the research sought to answer. The research undertook to explore the notion of the autonomous learner as understood by 115 students and 49 instructors at a select French higher education engineering school. Data was collected using open-ended questions and analysed using triangulation to reduce systemic bias via multiple qualitative data analysis methods. Four themes emerged from the analysis. Analyses pointed to similarities and to differences in the ways students and instructors understood the meaning of learner autonomy. Divergent perspectives that students and instructors had revealed that students were more concerned with their ability to compose their curricular programme and choose means to attain objectives. Instructors, on the other hand, were concerned with students’ course subject ownership. Recommendations to bridge understandings and help form a shared vision of goals when speaking of learner autonomy are presented.

Turkish EFL Teachers’ Self Efficacy Levels in the Implementation of Self-Regulated Learning

Despite the availability of resources and efforts, English as a foreign language (EFL) learners and EFL teachers face challenges in achieving proficiency in the target language in Turkey. Self-regulation, a cognitive and motivational trait, is crucial in foreign language learning. Self-regulated learning (SRL) focuses on learners taking responsibility for their entire learning process, enabling them to engage in metacognitive processes. It has gained significant attention in recent years due to the rise of autonomous learning practices and the importance of management skills in EFL education. Teachers can enhance their awareness and oversight of their students' progress towards their objectives through the use of metacognitive skills. However, there is a lack of focus on teachers' self-efficacy levels in adopting SRL in language education. This research aimed to investigate if Turkish EFL teachers actively encourage SRL in their instruction, focusing on their roles in implementing SRL theory. The causal-comparative model was utilized in the course of this study. A sample of 211 EFL instructors from high schools in an eastern city in Turkey, was investigated. An instrument titled "Teacher Self-Efficacy for Implementing Self-Regulated Learning" was utilized to gather the data. Descriptive statistics, independent sample t-test, and one-way ANOVA analysis were used to analyze the research data. Findings suggested that the average level of self-efficacy among Turkish EFL teachers in utilizing SRL strategies to engage students is moderate. The results of the study are of great implications for the role of educators in promoting students' autonomy and lifelong learning.

Analysis of the Implementation of Merdeka Learning Curriculum in Physics Lessons at State Senior High Schools in Bengkulu City

The purpose of this study is to introduce the Merdeka learning curriculum to Bengkulu City's Public Senior High School. The research's data came from a review of the literature, interviews with the deputy head of curriculum, a physics instructor, and class X students at SMAN 8 Bengkulu City, SMAN 6 Bengkulu City, and SMAN 2 Bengkulu City. The descriptive qualitative approach was the research strategy employed. The methods used to acquire the data were interviews, observations, and literature reviews. Interview and observation sheets made up the research tools. The use of qualitative data analysis is one method of data analysis. Based on observations and interviews, the school's implementation of the autonomous learning curriculum has not gone as well as it could have. The study concludes that there are several challenges in implementing the autonomous learning curriculum in Physics classes, and there are modifications in the curriculum from the 2013 curriculum to the autonomous curriculum.

교양영어수업에서 챗GPT를 적용한 수업활동 사례연구

The purpose of this paper is to examine the students’ satisfaction and learning comprehension through the class activities using chatGPT in general English classes. To that end, tasks using chatGPT and online survey were conducted on 100 students enrolled in an university in Chungcheong-namdo. Tasks using chatGPT includes 6 steps: log in to chatGPT, request reading materials on a topic, receive and solve problems related to reading materials, and self-study worksheet. As a result of this study, students’ satisfaction showed positive result on tasks using chatGPT and learning comprehension. Using chatGPT helped students acquire words, expressions, and information, and improve overall literacy skills. In addition, it is possible to learn vocabulary or high-level English reading materials, and chatGPT could be used in various ways. Based on the result, to use chatGPT as a learning tool educators or teachers should understand the pros and cons of generative AI such as chatGPT and develop teaching methods to enhance students’ autonomous learning ability.

Profession-Oriented CLIL Teaching: Language Activities for Geologists

The paper deals with establishing a connection between the labor market and English language teaching for geologists using the CLIL method. This means that the traditional method of learning the language for specific purposes is improved by a more intensive linguistic approach through the 4Cs model (content, cognition, communication, and culture) where academic teaching tries to be intimately connected with real life and the corresponding profession. In achieving that goal, the work offers teaching activities that combine academic and practical knowledge, which are adapted to the current moment and created according to the needs and expectations of users. For the sake of clarity, the paper is divided into the following parts: introduction, the logic of the connection between teaching geology and the labor market, the first part addresses the combination of geology, language skills, and occupations, the second part offers concrete examples of activities and their application in teaching, and finally, the concluding considerations where the importance of autonomous learning as a prerequisite for quality lifelong growth and self-fulfillment is highlighted. Without the ambition to reach the full scope of the described intention in the first year of study, our goal is for students to notice the value and connection between knowledge and the profession so that learning from the first lecture can be meaningful, motivated, and personalized.

The Concept of an Independent Curriculum According to Progressivism Theory

Education is the process of developing foundational skills that are essential for both mental and emotional intelligence. Teachers are currently facing challenges in implementing the curriculum for autonomous learning. The application of progressivism ideology to the concept of an independent learning curriculum is one possible answer to this problem. This study aims to investigate curricula for independent learning from a progressivist perspective. The library research method, which employs a philosophical hermeneutic approach and includes elements of description, interpretation, and comparison through reference studies related to the problem's theme, is the technique employed in this qualitative study in order to gain a thorough understanding of the findings. Content analysis is the method employed to examine and discover support for the notion demonstrating how the curriculum idea is separate from progressivism's philosophical tenets. A number of learning principles are extensively emphasized by progressivism, including: 1) the idea that students should be at the center of the educational process from the beginning to the conclusion; 2) Students act as engaged members of society; 3) the role of the instructor as a facilitator, offering guidance and instructions; 4) educational establishments aim to create a cooperative and democratic environment; and 5) students need to concentrate on problem solving rather than merely learning material. In opposition to progressivism's philosophical tenets, the Free Learning Curriculum aims to enhance Indonesia's human resource base, particularly during the industrial revolution 4.0.

WHAT’S IN A-WORD? MAKING AN IMPACT BY INTEGRATING VIDEOS IN ONLINE ASSESSMENT

This paper is an empirical descriptive and at the same time exploratory case study of using Google Forms (GF) with integrated video listening as part of an online formative assessment (FA) in English for Medical Purposes (EMP), with a group of 74 first-year undergraduate students in medicine (N = 74), to engage students and facilitate constant autonomous learning. The online FA was based on a segment of the movie entitled A-word – standing for Autism – and it checked the students’ application of medical vocabulary, language functions, doctor-patient interviewing, and symptoms of autism. The online formative assessment was compared with a traditional onsite listening FA in terms of administration and results. The onsite FA had a similar degree of complexity and was conducted with the same group of students – a segment from One Flew over the Cuckoo’s Nest, a classic on life in a psychiatric institution, within the same scope of neuropsychiatric conditions. The impact of online FA on students was measured with Mentimeter (https://www.mentimeter.com/). The results of this case study demonstrate that the GF-based FA of listening in EMP is an enhanced version of the traditional one. In traditional FA feedback was general and approximate while overall statistics were not automatically generated. Reaching a more refined picture of the overall and individual student performance with question breakdown in onsite FA required additional time investment, and consequently, remedial teaching could not take place immediately. Online FA was low-anxiety, highly participative, and user-friendly. It offered students timely feedback on their learning and teachers a faithful, automatic picture of individual and group performance for further remedial strategies. Likewise, the impact and attitude to online FA measured by Mentimeter were positive and were associated with increased autonomy, online delivery, engagement through professionally relevant content, and focus on learning rather than testing and grading.

Enhancing English Verbal Communication Skills through Virtual Reality: A Study on Engagement, Motivation, and Autonomy among English as a Second Language Learners

Technological innovations make enormous transformations in the education paradigm. Virtual Reality (VR) is a ubiquitous technology that provides ample opportunities for educators to expand English as a Second Language (ESL) learners’ language learning. This paper looks at ESL learners’ level of engagement, motivation, and autonomous learning in developing their English verbal communication skills through VR-integrated lessons. It also explores the relationship between learners’ engagement, motivation, and autonomous learning in VR-based lessons. 166 high school senior students were purposively chosen for this mixed-method study. Findings from the survey, which was analysed in SPSS, revealed that the participants perceived a high level of engagement (M=4.55), motivation (M=4.36), and autonomous learning (M=3.90). Meanwhile, the correlation analysis indicated that there is a strong relationship between learners’ engagement, motivation, and autonomous learning. The observation report stated that samples displayed a very positive attitude towards learning through VR to develop their communication skills. Additionally, the reports from the focus group discussions which were analysed thematically highlighted that VR provides real-life experience, VR improves memory retention, VR is engaging, and VR helps improve one’s communication skills. The findings implied that integrating VR into education is a promising tool for educators to enhance ESL learners' verbal communication skills and boost digital literacy while preparing learners for a technologically advanced world. In conclusion, this study validates that VR assists educators in developing ESL learners’ verbal communication skills. Nevertheless, a comprehensive analysis is needed to explore more how far learners could develop their English communication skills through VR-based lessons.

Fostering Learner Autonomy in English as Foreign Language Classroom: Indonesian Context

The study explores current independent learning and how it has evolved in Indonesian English teaching practice. Considering students' versatility in choosing their method of study, autonomous learning may prove to be a promising technique in the practice of teaching English. Learners' motivational tendencies were influenced by a variety of factors, including extrinsic and intrinsic factors. A mixed method was employed in this study. A five-Likert scale questionnaire was distributed to obtain the perspectives of university students and English lecturers in Indonesia concerning the matter of learner autonomy. A group interview with English teachers elicited the perspective on learner autonomy. The result illustrated that most students believed that independent learning would help them become more autonomous, responsible, and aware of what they need to study English. Their motivation to learn English, whether internally or externally, was also increased by autonomous learning. English teachers in Indonesia were positive about fostering independent learners in the EFL classroom, and they believed autonomous learning benefited students making them more confident, active, critical, self-aware, and supportive of the teaching and learning process. Teachers were crucial in directing, monitoring, evaluating, and providing feedback. Several problems must be overcome from actual teaching practices, such as students’ and instructor readiness, variation in students’ knowledge backgrounds, cultural backgrounds, and various student personalities

Collaborative Video Project in English Online Learning: Challenges and Benefits

Cooperative foreign language learning can be achieved by creating a video in a group. The purpose of this study is to discover university students’ perception of the implementation of creating collaborative video projects in English online learning during the pandemic situation. This study seeks to answer two research problems: first, the challenges that students face in the process of video creation; second, the benefits that they obtain from the video project. The data was contributed by 83 English Department students in a private university in Indonesia. For their final project, the participants were asked to create a group video related to the topics of learning materials. Two types of data collection were used in the study namely the open-ended questionnaire and the videos as the final products. Thematic analysis was used to analyze the qualitative data. The findings show that students have faced several challenges in creating videos, especially technical preparation and time management; however, they have also benefited from the video project as they were immersed in autonomous learning. This study demonstrates that a video project is needed as it helps to foster students’ creativity, teamwork, and English language development.

Processes Employed to Introduce Autonomous Learning

This article presents the results of an analysis made to some process models that have been used to introduce autonomous learning in EFL contexts. The purpose of this analysis was to explore the processes these models followed to reach such a goal. This was done because the authors of this paper considered that knowing the steps that were taken to foster autonomous learning may help to create or adapt a process model to implement this approach to learning in other contexts.

Digital Technologies for Open and Collaborative Teaching. A Brief Framework

"The present paper aimed to open a debate about the increasing needs of collaborative learning in digital learning contexts. Collaborative teaching and learning are effective approaches to enhance learning and facilitate students’ satisfaction. Digital platforms may help teachers develop collaborative learning environments and provide ways of building various teaching scenarios, promoting autonomous and structured learning contexts. Key words: collaborative teaching and learning, digital learning, digital platforms, lesson design "

Developing and Validating Critical-Heutagogy Learning (CHL) to Enhance Lifelong Learning: A Rasch Analysis Approach

This research is dedicated to the development and validation of Critical-Heutagogy Learning (CHL), an innovative pedagogical approach designed to foster lifelong learning among university students. In an era characterized by rapid changes, the imperative for lifelong learning is paramount, necessitating individuals to continually update their knowledge and skills to remain adaptable and successful in diverse environments. To evaluate the validity and reliability of CHL, this study employs Rasch analysis. The development phase of CHL encompassed an exhaustive review of relevant literature, consultations with subject matter experts, and an iterative design methodology. This process was critical to ensure that CHL adhered to established principles of lifelong learning while promoting critical thinking and heutagogical practices. For the validation phase, CHL tools were administered to a heterogeneous group of students across multiple educational contexts. The gathered data underwent rigorous Rasch analysis to ascertain the framework's reliability, evaluate item fit, and pinpoint areas necessitating enhancements. The findings indicate that CHL is both a valid and reliable approach, with a high percentage (89.5%) of student respondents affirming its effectiveness in fostering engagement in learning and enhancing autonomous learning competencies. Additionally, this study delves into the interactions between bias and differential item functioning. The outcomes of this research offer a valuable contribution to the field of education, presenting a rigorously validated framework that supports lifelong learning. This is achieved through the promotion of critical thinking and the facilitation of independent learning skills, thus aligning with contemporary educational objectives and needs.

The Effect of Using Elsa Speak App for First-Semester Students’ English Speaking Proficiency

In English language learning, achieving adequate and accurate spoken proficiency is crucial. As one of the applications responding to this speaking needs, the ELSA Speak App has become a central tool for language learners. Despite the broader studies on the effectiveness of the ELSA Speak App for secondary school in the literature, less attention has been given to the higher education level study. Considering this condition, the principal objective of this research was to investigate the efficacy of the ELSA Speak App in enhancing English speaking proficiency for students in the Department of English Education UIN Jakarta. Employing a quantitative method, the study selected the pre-experimental design with a nonequivalent pretest-posttest configuration where the performance of one group of 31 students was measured. The study’s findings show that the ELSA Speak App effectively fosters fluency and accuracy enhancements in acquiring EFL students' Speaking skills. Notably, the app stimulates autonomous learning through its key feature, AI instant feedback

Implementation of Islamic Religious Education (PAI) Learning on Student Character in Merdeka Belajar Curriculum

The current PAI learning orientation is monotonous, and the assessment is only cognitive. The study's goal was to describe the impact of PAI learning on student character and the responses of MA students in Kediri Regency, East Java, to the autonomous learning curriculum. The descriptive quantitative research approach is used, with research subjects from Prosperous Madrasah Aliyah Kediri in East Java. The population consists of Prosperous MA students, and a sample of 70 responses was chosen at random using the slovin formula. The process of data collection by observation is carried out directly with tools such as questionnaires and interviews. PLS-SEM data analysis, research findings 1) The adoption of Islamic Religious Education Learning has a favorable and significant impact on Character Education. These findings suggest that Islamic Religious Education learning has a positive impact on the development of student character. 2) Islamic Religious Education Learning has a beneficial and important influence on the MBKM Curriculum. These findings suggest that learning PAI is beneficial on the implementation of the MBKM curriculum.

Personality as a Correlate of Accentedness: The Case of Formal Setting Without Pronunciation-Focused Instruction

The main goal of the study reported in this paper was to verify whether the Big Five personality traits can be considered correlates of accentedness in a setting deprived of pronunciation-focused instruction. Each trait was measured among 58 English majors in Poland, who were just beginning their education at the university, by the means of the Polish version of Goldberg’s measure, i.e. IPIP-BFM-50. The levels of the traits were correlated with the participants’ degree of accentedness assessed by 2 judges on a 9-point Likert scale with the use of a reading task. The quantitative data were supplemented by interviews with 10 participants representing high and low levels of accentedness, which allowed to diagnose their motivation, attitudes towards the sound of English, pronunciation self-perceptions, and strategies applied in autonomous learning. The quantitative data showed a weak correlation only between Openness to experience and accentedness, which was further moderated by the other above-mentioned individual learner differences. Additionally, the qualitative outcomes suggested the importance of Agreeableness, which was found to be very high or high among learners with the lowest levels of accentedness.

Unveiling Chinese Approaches to British Case Study Group Discussions: Insights for Global Business Education

In the context of globalization in business education, students from all over the world participate in mixed case study group discussions to enhance their skills in risk forecasting and intercultural communication through collaborative exploration. Learners who possess effective case-based discussion techniques and strategies for success in one cultural context may find them either impactful or ineffective when applied in another learning culture. This study scrutinized the case study group discussion process involving a group of Chinese undergraduate students enrolled in a split-site degree program and their English-speaking partners. Three group discussion approaches—spiral, individual, and cumulative—were identified by analyzing the Chinese students’ strategies for manipulating topics and reacting to others’ opinions. These Chinese approaches illustrate unique autonomous learning strategies of self-reflection and inner dialogue within the study groups. The findings hold implications for the course design of English for Business Purposes (EBP) in business partnership degree programs.