Autonomous Learning Research Articles

A Pivotal Stride towards Learner Autonomy: Utilising Language Learning Strategies in an ESL University

Research has revealed that utilisation of the English language learning strategies (ELLSs) is essential for supporting learner autonomy (LA). Yet, most of these studies focus on English as a foreign language, leaving studies on English as a second language on the fringes of current literature, though the two are distinct. Thus, this paper examined the effect of ELLSs on LA of ESL technical university students, as well as the individual effects of the six categories of ELLSs (memory, cognitive, compensation, metacognitive, affective and social strategies) on LA. A quantitative cross-sectional survey was conducted on 2022/2023 first-year 773 students who were selected through stratified random sampling. Oxford’s Strategy Inventory for Language Learning (SILL) and Karabıyık’s measures of learner autonomy were used to assess ELLSs and LA, respectively. Data were collected via google form. A multiple regression analysis was used to test the proposed research model. The results revealed that ELLSs have a positive impact on LA. While all six categories of ELLs improved LA, affective strategies improved LA the most. Despite the significance of affective strategies in fostering LA in this study, earlier research has largely focused on affective factors such as motivation, for autonomous learning. Thus, this study reveals a novel finding that affective strategies may be the most effective at facilitating autonomous learning in an ESL context, specifically a university setting in Ghana. The study backs up the Constructivism theory's claim that learner autonomy occurs as a result of social interaction, which includes learning strategies. The study confirms that in a Ghanaian ESL context, when the learners utilise ELLSs, they go through the zone of proximal development (ZPD) until optimal performance is achieved (in this context until the learner becomes an autonomous learner). Thus, Ghanaian technical university English teachers should be trained on effective ELLSs use to help students adopt appropriate ELLSs to improve their autonomous learning.

Analysis of Changes in the Level of Difficulty of Elementary School Students in Learning the RADEC Model on the Concept of Energy Transformation Using the Rasch Model

Utilizing the RADEC learning paradigm (Read, Answer, Discuss, Explain, Create) to help students comprehend the concept of energy transformation through Rasch model analysis is the goal of this study. From the get-go in 2023, 32 students filled in as the example for this quantitative spellbinding exploration project. The Pre-Test and Post-Test data were examined with the help of the Rasch Stacking Analysis model. The results showed that when the RADEC learning approach (Read, Reply, Talk about, Make sense of, Make) was utilized, the two understudies with low and high capacity levels worked on in their ability to figure out subjects. RADEC represents Read, Reply, Examine, Make sense of, and Make. trains understudies for autonomous and bunch learning. Students are expected to solve problems on their own after reading and responding. Then, at that point, understudies work as dynamo fans following the idea of energy change material. The group then presents an explanation of their work or discussion to the other groups. In the wake of following the punctuations as seen from the aftereffects of the pretest and posttest, which are handled utilizing the Rasch stacking examination modelin the RADEC learning model, understudies can deliver logit values that are generally excellent at 37.5% and great at 62.5%.

The Application of the Constructivism Theory in Enhancing Classroom Teaching

As China’s education develops, the innovation of curriculum teaching mode has been increasingly emphasized, and the theory of constructivism has become a popular topic in educational research. The purpose of this article is to elucidate the theoretical implications of constructivism by examining the psychological mechanisms involved in individual constructivist activities. From setting learning objectives, researching problems, learning to present ideas, reflecting and evaluating, etc., this paper expounds on the application of constructivism theory in curriculum teaching. Besides, strategies for implementing the constructivism theory in curriculum teaching are also proposed, so as to promote autonomous learning and the sustainable development of students.

TEACHER’S STRATEGIES IN TEACHING ENGLISH SPEAKING SKILL FOR AUTONOMOUS LEARNERS (A CASE STUDY OF INDONESIAN MIGRANT WORKERS IN PENANG - MALAYSIA)

This study was carried out to investigate strategies used by the teacher in teaching English, speaking competency, for autonomous learners at English Academy Bengkulu Malaysia, an English class program for Indonesian migrant workers. Specifically, it was conducted to identify whether the strategies were proper to be applied in teaching students whose profession as migrant workers. The qualitative method and case study approached were applied in conducting this research. Thirty workers and a teacher were selected as the participants. A series of interview, classroom observations, and video- recordings are done by the researchers to collect the data. Then they were analysed by using Miles and Huberman’s framework of qualitative analysis. The result of the study shows that to arrange proper strategies in teaching Indonesian migrant workers in Malaysia, teacher had to understand their characteristic first. In this study, the researchers found that most of the students had the characteristics of autonomous learners as follows; responsive [AL-BR], independent [AL-BI], well- motivated [AL-BWM], and self-aware [AL-BSA]. Based on these four characteristics, the teacher was able to arrange the strategies that proper to be practiced in the classroom. The strategies used by the teacher in teaching English speaking skill for Indonesian migrant workers were interactive techniques, grammar translation method, cooperative learning, direct instruction, and diary- writing. Students' activities in class as a result of the teacher's strategies were related to and consistent with the teacher's beliefs about autonomous learners and their characteristics. In other words, the strategies are effective, compelling, and appropriate for use in a class with autonomous learners.

Successful language learning out of the classroom: a case study of Iranian learners’ activities

ABSTRACT Among various factors contributing to autonomous language learners’ success, the beneficial role of out-of-classroom activities (OCAs) has been largely neglected. The present case study sought to explore successful language learners’ OCAs, their perceptions of the efficiency of these activities, and their purposes for engaging in them. To this aim, four successful teenage English as a foreign language (EFL) learners were selected from an English language institute. Qualitative content analysis of participants’ responses to individual semi-structured interviews revealed a plethora of OCAs including Listening to/Watching Authentic Materials, Using Online Media/Materials, and Talking in English to Peers/Parents/Relatives. All of the participants attributed a positive influential role to OCAs in their learning success. Furthermore, among their reasons for pursuing OCAs, the most frequently reported were Personal Interest, Positive Feedback from Teachers/Peers/Family, and Inefficiency of English Classes. The findings suggest that teachers could encourage autonomous language learning by introducing learners to unlimited opportunities outside the classroom.

Is autonomy in learning a key for motivation? Differences between age category depending on autonomous learning

Is autonomy in learning a key for motivation? Differences between age category depending on autonomous learning

The application of biomimetic limbs in postoperative rehabilitation of amputees

Due to the inability to provide recovery opportunities, amputation is generally considered a failure of treatment. Traditional prostheses cannot interact with the surrounding environment, and the contact surface between the prosthesis and the residual limb is prone to wear and tear, causing pain to patients. Therefore, prostheses are generally regarded by patients as tools rather than a part of the body. In recent years, with the continuous development of artificial intelligence, materials science, and biomedical engineering technology, bionic limb technology has received widespread attention and application. Currently, bone integration and electromyography interface technology are widely applied in bionic limbs, allowing for more realistic and diverse options for prostheses for patients. Material innovation and machine learning technology can improve the mechanical performance, perceptual feedback effects, and autonomous learning ability of bionic limbs, but further research and exploration are still needed. This review paper aims to summarize and evaluate the current development status, application areas, and future research directions of bionic limb technology.

Supports for survival in school for ‘lower-attaining’ children: how an Autonomous Orientation to learning can help

ABSTRACT Self-determination theory proposes that having an autonomous learning orientation will positively influence one's learning and well-being. When we conducted a unique study among 23 ‘lower-attaining’ primary schoolchildren who struggled in the core subjects (literacy/numeracy), only four children aligned with this orientation. Significantly, our findings revealed that they: were all from the same school; all had the confidence to critique their schools; all participated in absorbing outside-school hobbies; and that for three of these children, they struggled in one core subject only. Recommendations are made as to how such protective factors can support the development of an autonomous learning orientation.

Study and Practice of Blended College English Teaching Mode in Application-oriented Undergraduate Colleges under the Background of New Liberal Arts

Under the background of new liberal arts construction, in order to cultivate compound and innovative talents with all-round development of knowledge, ability and quality, college English teaching in application-oriented undergraduate colleges should also be based on the development trend of the times, seize the opportunity of digitization and informationization construction of higher education, strengthen the in-depth application of information technology in teaching, and promote the blended teaching reform of online and offline organic integration with digital empowerment. In view of the shortcomings of traditional college English classroom teaching, this study introduces MOOC excellent online courses and “rain classroom” into the curriculum teaching, supplemented by relevant teaching resources in line with different professional knowledge structures, and creatively constructs a blended teaching mode of college English courses based on “massive open online course + rain classroom”. Teaching practice shows that compared with the traditional classroom teaching mode, the blended teaching mode constructed in this study has obviously promoted the development of students’ learning enthusiasm and autonomous learning ability and the improvement of teaching quality, which has achieved better teaching effect on the whole.

Generative Artificial Intelligence Era: a view from the Global South

Generative Artificial Intelligence (GAI) is transforming societal structures; its hyper evolutionary nature and autonomous learning capabilities have put States in check, struggling to safeguard their interests and improve their positioning on the global power table. Given that this new technological wave has a global impact, it must also be regulated at a global level, which means that the multilateral system is the one to lead discussions in search of guidelines at the international level.From a Global South perspective, the technical capabilities and financial resources to invest in GAI are very limited compared to more developed countries. This is why GAI innovations pose a risk of widening the existing gap between North and South. Unfortunately, although developing countries are the most vulnerable to the negative impacts of new technologies, their voices are precisely the least represented in global debates. Given this scenario, it is imperative that the Global South - and in particular, Peru - be present in the negotiations to mitigate GAI potential adverse effects.

Using Autonomous Learning Mode to Improve Students’ Learning Willingness and Resilience

In China, English teaching has become a key part of the education system at all levels. However, despite the significant resources invested in the education system, many students lack the necessary motivation and perseverance to learn. The interactive autonomous learning mode is a newly emerged educational approach that aims to enhance students’ motivation and resilience in learning through interaction and self-motivation. Existing works mostly focus on qualitative analysis and case studies; however, few have comprehensively considered the multiple factors or the future trend. To address this research gap, this paper proposes three novel research methods: predicting future learning willingness using a grey prediction model, evaluating the effectiveness of a learning resilience enhancement strategy using the TOPSIS analysis method, and analyzing the relationship between learning willingness and learning resilience enhancement using an improved grey relation projection method. These methods not only provide a comprehensive and accurate analytical framework, but they also contribute to educational reform and teaching practice.

Student Perceptions of Language Advising as a Complement to the Flipped Classroom

The flipped classroom was implemented in an intermediate-level Italian class in the Philippines. Owing to the difficulties of the flipped classroom as described by existing literature, which includes a general lack of genuine motivation to access the materials needed for autonomous learning, language advising was conducted as a complementary tool to assist in the smooth implementation of the flipped classroom without the need to resort to extrinsic motivational strategies. Five students participated in the language advising sessions which were scheduled four times throughout the semester for each student with a duration of twenty minutes each. Through an open-ended questionnaire, the participants gauged their perceptions of the complementarity of the language advising sessions to the flipped classroom that was implemented throughout the semester. Using thematic content analysis for the open-ended responses, the following themes emerged from the students’ experiences: a sense of control of one’s own learning, personalized instruction, performance boosting and balance, and a fostering of student rapport.

Research of Flipped Teaching to MICE Students’ Learning Interests and Learning Effectiveness

The integration of information into teaching through methods such as e-classrooms, interactive whiteboards, and the widespread adoption of “e-textbooks” provided by publishers has equipped educators with dynamic and engaging instructional models. This is progressively becoming the norm in the educational landscape. Recently, flipped teaching methods have received significant attention. By providing online resources and multimedia materials for students to review before class, teachers can allocate more classroom time to facilitating discussions about the lesson. In this study, an experimental investigation was conducted using flipped teaching in an educational setting that focused on training students for exhibitions. The objective was to evaluate the influence of flipped teaching on students’ interest in learning and overall academic effectiveness. According to the experimental findings, the group taught using flipped teaching methods outperformed the traditionally taught control group in terms of learning interest. This demonstrates that flipped teaching has the potential to stimulate student interest. Furthermore, the group that was taught through flipped teaching demonstrated superior learning effectiveness compared to the traditional teaching group, indicating that flipped teaching can enhance academic outcomes. These research results can serve as a valuable reference for future enhancements in teaching. The goal is to create a more relaxed and autonomous learning environment for students by replacing traditional textbook learning with information technology-integrated teaching.

Principles of designing second foreign language teaching material

The improvement of second language learners' linguistic performance seems a tortuous process especially for the advanced English learners in China. Although native speakers give their witty sayings and sparkling comments, the majority of Chinese students could only rigidly apply English phrases they have learned from the textbooks very passively. Guided by foreign monographs in English language acquisition, a learner-centred second language teaching material is designed, underpinning the principles of providing authentic input for learners, drawing learners' attention to the linguistic features of input, providing opportunities for learners to communicate in target language, fostering learners' autonomy and offering guidance for autonomic learning. The activities designed in this teaching material have especially catered to the needs of advanced English learners, by providing them with more input resources, more feedback as well as more guidance in self-evaluation and self-learning after class for their further improvement. The material design would enlighten modern textbook compilers in guiding advanced second language learners' autonomic learning.

Electronic Prototype of Autonomous Learning for the Crossing of Pedestrians with Visual Disabilities in Lima

Difficulties related to vehicular chaos and obstacles in public spaces hinder the orientation of visually impaired individuals, limiting their autonomy and exposing them to potential accidents. Considering these factors, the objective was to develop a prototype that facilitates autonomous learning by utilizing different electronic components. The aim is to ensure the safe movement of blind pedestrians, promote self-reliance, and minimize the risk of accidents. The proposed prototype is based on the concept of implementing intelligent traffic lights that detect the presence of pedestrians, allowing for safe crossing for both pedestrians and vehicles. The proposed circuit utilizes two ESP32 modules. One module is placed in the traffic light and configured as a Bluetooth master to transmit signals. It is also equipped with an ultrasonic sensor. The other module is located in the user’s wristband and configured as a Bluetooth slave to receive signals. It is also equipped with a horn. The communication between the modules has been developed using the C programming language for microcontrollers in the Arduino IDE development environment. A master-slave communication system was implemented, resulting in the constant reporting of the distance between the pedestrian and the sidewalk within the pedestrian crossing by the ultrasonic sensor. This system controls the safe crossing by regulating the traffic lights. The HC-SR04 ultrasonic sensor can detect distances ranging from 2 cm to 450 cm. Therefore, the prototype can be used as a foundation for future advancements in various cities and contexts, ultimately benefiting blind pedestrians by improving their mobility.

An Investigation into First-year Students’ Autonomous Learning in Class and Outside Classroom at the English for Specific Purposes Department, Hanoi University

For a smooth transition from high school setting to university environment students who are enrolled in the English for Specific Purposes Department (ESPD), Hanoi University need to practice essential study skills. Since English is used as a medium of instruction to non-English majors, many freshmen have been struggling in despair. In response to students’ needs the ESPD have introduced different components to help students build effective study habits. In their first term students undergo a 10-week course called Learners Training which is designed to empower students in taking charge of their studies. To evaluate the implication and effectiveness of the named course the writers of this paper conducted research in order to explore students’ practice of self-study within and beyond the classroom context. This paper attempted to examine students’ awareness, their practice and teachers’ role in the whole process of developing learners' autonomy. The author group employed survey questionnaires to probe into the research issues. The findings indicated that students were cognizant of the benefits of autonomous learning and their English learning activities exhibited richness and diversity. However, there was still room for improvement in students' demonstration of self-directed learning activities in class. These findings will hopefully provide lecturers with a precise understanding of students’ autonomous learning. This understanding, in turn, can aid in fostering autonomous learning among students through tailored and recommended teaching activities.

Autonomous soil vision scanning system for intelligent subgrade compaction

The wide application of intelligent compaction in subgrade construction is limited by the evaluation accuracy. The current practice assumes the compacted site as a homogeneous soil condition, ignoring the influence of soil property. This paper describes an advanced autonomous soil scanning system based on the computer-vision approach to recognize the soil gradation in real-time. A hybrid intelligent model is developed through a series of field compaction tests, integrating Deeplabv3+ and XGBoost algorithms. The proposed method is effective in segmenting and quantifying the large particles while the fine-grained soil is completed by the prediction model. The scanned soil information correlates well with the intelligent compaction indicators, providing essential parameters for the accurate assessment of subgrade compaction quality. The soil vision scanning system is combined with the intelligent compaction system to enable the roller autonomous learning of the whole construction area.

ChatGPT's performance in German OB/GYN exams - paving the way for AI-enhanced medical education and clinical practice.

Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial learning and large language model tool developed by OpenAI in 2022. It utilizes deep learning algorithms to process natural language and generate responses, which renders it suitable for conversational interfaces. ChatGPT's potential to transform medical education and clinical practice is currently being explored, but its capabilities and limitations in this domain remain incompletely investigated. The present study aimed to assess ChatGPT's performance in medical knowledge competency for problem assessment in obstetrics and gynecology (OB/GYN). Two datasets were established for analysis: questions (1) from OB/GYN course exams at a German university hospital and (2) from the German medical state licensing exams. In order to assess ChatGPT's performance, questions were entered into the chat interface, and responses were documented. A quantitative analysis compared ChatGPT's accuracy with that of medical students for different levels of difficulty and types of questions. Additionally, a qualitative analysis assessed the quality of ChatGPT's responses regarding ease of understanding, conciseness, accuracy, completeness, and relevance. Non-obvious insights generated by ChatGPT were evaluated, and a density index of insights was established in order to quantify the tool's ability to provide students with relevant and concise medical knowledge. ChatGPT demonstrated consistent and comparable performance across both datasets. It provided correct responses at a rate comparable with that of medical students, thereby indicating its ability to handle a diverse spectrum of questions ranging from general knowledge to complex clinical case presentations. The tool's accuracy was partly affected by question difficulty in the medical state exam dataset. Our qualitative assessment revealed that ChatGPT provided mostly accurate, complete, and relevant answers. ChatGPT additionally provided many non-obvious insights, especially in correctly answered questions, which indicates its potential for enhancing autonomous medical learning. ChatGPT has promise as a supplementary tool in medical education and clinical practice. Its ability to provide accurate and insightful responses showcases its adaptability to complex clinical scenarios. As AI technologies continue to evolve, ChatGPT and similar tools may contribute to more efficient and personalized learning experiences and assistance for health care providers.

A Physics-Informed Spatial-Temporal Neural Network for Reservoir Simulation and Uncertainty Quantification

Summary Surrogate models play a vital role in reducing computational complexity and time burden for reservoir simulations. However, traditional surrogate models suffer from limitations in autonomous temporal information learning and restrictions in generalization potential, which is due to a lack of integration with physical knowledge. In response to these challenges, a physics-informed spatial-temporal neural network (PI-STNN) is proposed in this work, which incorporates flow theory into the loss function and uniquely integrates a deep convolutional encoder-decoder (DCED) with a convolutional long short-term memory (ConvLSTM) network. To demonstrate the robustness and generalization capabilities of the PI-STNN model, its performance was compared against both a purely data-driven model with the same neural network architecture and the renowned Fourier neural operator (FNO) in a comprehensive analysis. Besides, by adopting a transfer learning strategy, the trained PI-STNN model was adapted to the fractured flow fields to investigate the impact of natural fractures on its prediction accuracy. The results indicate that the PI-STNN not only excels in comparison with the purely data-driven model but also demonstrates a competitive edge over the FNO in reservoir simulation. Especially in strongly heterogeneous flow fields with fractures, the PI-STNN can still maintain high prediction accuracy. Building on this prediction accuracy, the PI-STNN model further offers a distinct advantage in efficiently performing uncertainty quantification, enabling rapid and comprehensive analysis of investment decisions in oil and gas development.

How can HOTS for Vocational High School Students be Enhanced through the Problem-Based Learning model?

Problem-based learning (PBL) aims to enhance students' engagement, creativity, and technological proficiency by offering them autonomous learning experiences. The comprehensive approach to PBL entails acquiring knowledge through collaborative project work and using real-life experiences. This method has demonstrated its ability to foster both academic and soft skills. The study aims to examine the role of a scientific-based problem-based learning model (PBL) in improving the higher-order thinking skills (HOTS) of students in vocational high schools. The study employed a quantitative approach with a quasi-experimental method, with a total of 56 students in both experimental and control classes. The data was analyzed using the t-test and the n-gain test. The results of the study show that (1) the scientifically based problem-based learning model is effective in improving higher-order thinking skills in vocational high school students; (2) the knowledge transfer indicators in experimental classes have the highest scores, critical thinking indicators in medium categories, and problem-solving indicators in medium categories. In conclusion, PBL greatly contributed to improving students' 21st-century skills.