Autonomous Learning Activities Research Articles

중등학교에서의 학생자치 경험에 대한 내러티브 연구

This study concentrates on students’ narratives regarding their autonomous experiences. Their voices will dynamically reveal the characteristics of student autonomy and its practical limitations. The objective of this study is to vividly share the viewpoints and opinions of students who had directly participated in autonomous activities. To achieve this objective, research participants with ample experience in autonomous activities were chosen. A semi-structured in-depth interview was conducted on two research participants with whom the researcher had formed a rapport, and the content was thoroughly described and interpreted. The results are shown below. First, students’ autonomous activities are led by a small number of the student council executives. Second, teachers’ ‘opportunism’ becomes the worst obstacle in autonomous activities of students. It is not teachers’ indifference but their non-cooperative and conservative attitudes that have a negative influence on autonomous activities. Third, students’ autonomous activities cannot extend to activities that ‘transform’ the school structure. Fourth, students voluntarily show efforts to expand their autonomous activities. To overcome practical limitations in schools, they seek solidarity forces who support their opinions. The representative body of such a solidarity force was the ‘parent association’. The results of this research deduced the following implications for future student autonomous activities. First, it is necessary to reduce the gap in students’ experiences in autonomous activities. Second, teachers in charge of student councils must enhance their understanding of educational autonomy and democracy. Third, these teachers must be provided with an environment where they can be fully immersed in autonomous learning activities of students. Fourth, voluntary participation of the student council executives must be ensured in the school council.

EDUCATIONAL AUTONOMY AS AN IMPORTANT PREREQUISITE FOR THE FORMATION OF FUTURE PHDS’ RESEARCH COMPETENCE IN THE CONDITIONS OF POSTGRADUATE STUDIES

The trend of student-centred education in higher education institutions imposes new requirements on standards within the achievement of professional competencies. This leads to the popularisation of such a technology as learning autonomy, which requires analysis from the perspective of its application in the ed- ucational space of higher education institutions. The relevance of this research is determined by the necessity to develop skills in future Doctors of Phi- losophy (PhD candidates) to independently plan their learning and research activities within the conditions of postgraduate studies. The resolution of this task is based on the skills of implementing goal-setting, pro- ject planning, and reflection strategies. On the basis of current educational trends, it becomes possible to analyse learning autonomy as an effective way of teaching future PhD candidates to ensure the successful implementation of their future professional and research activities. The purpose of this research is to examine the concept of “learning autonomy” as an effective meth- od of increasing the awareness of future PhD candidates in the process of developing research competence in terms of postgraduate studies. To achieve this goal, the following tasks were formulated: to consider learning autonomy as an effec- tive method of teaching and personal development of future PhD candidates; to analyse the scientific lit- erature on the stated issue and draw parallels between the definitions of “autonomous learning” and “in- dependent work”; to identify the main advantages of learning autonomy in the context of developing re- search competence. To achieve the aforementioned tasks, the following theoretical research methods were applied: the method of deduction, content analysis, formalisation, method of generalisation, and systematisation of the results of the existing studies on the stated issue. Study results. The results of the study revealed that the concept of “learning autonomy” is relevant in the context of modern education. Noting the absence of a unanimously accepted definition of this term in pedagogy, the article examines various interpretations proposed by both foreign and domestic researchers. On the basis of the conducted analysis of definitions, the article incorporates our own understanding of the concept of “learning autonomy”, emphasising its special importance for future PhD candidates with- in the conditions of postgraduate studies for the successful and effective development of research compe- tence.The article characterises the main descriptors that comprise learning autonomy, namely: the ability to set goals, target-oriented execution skills, the ability to self-reflect, intellectual independence, interac- tion and cooperation, self-governance skills, conscious, and effective independent management of learn- ing activities. Relying on practical experience, methods for enhancing learning autonomy have been identified in- cluding problem-based teaching, and partially search, research and project methods. The leading strategies of autonomous learning activities for future PhD candidates were identified as follows: primary and auxil- iary ones. The primary strategies include learning material acquisition strategies, educational-information- al, cognitive, compensatory, creative, and specialised strategies. Auxiliary strategies encompass metacog- nitive and socio-emotional strategies. It has been concluded that the development of such personal qualities as independence and autono- my is a necessary condition for carrying out independent activities, ensuring the success and continuity of the process of professional development of future specialists within the conditions of postgraduate studies, and the development of their research competence.

Intersections of Motivation and Autonomous Learning Activities Among Moroccan EFL University Students

This study examines the correlations between types of motivation (intrinsic, extrinsic, and amotivation) and engagement in autonomous learning activities among Moroccan EFL university students. Conducted at Moulay Ismail University, the research surveyed 560 students using adapted versions of established motivational and autonomous learning questionnaires. Findings reveal a significant positive correlation between intrinsic motivation and the engagement in autonomous learning activities, suggesting that intrinsically motivated students are more likely to pursue activities that support language acquisition and independence. In contrast, extrinsic motivation was found to have a very weak negative correlation with autonomous learning, indicating its limited role in fostering learner autonomy. Amotivation showed a strong negative correlation with autonomous learning, underlining its adverse effect on students’ engagement and educational outcomes. The results emphasize the importance of enhancing intrinsic motivation and addressing amotivation to improve EFL learning experiences and outcomes.

Readiness for Autonomy Among CFL Learners: A Malaysian Perspective

Learner autonomy is paramount in 21st-century education, representing a crucial qualification for lifelong learning. In the area of Chinese as a second/foreign language (CSL/CFL), it is also an important objective of curriculum instruction. However, there is a dearth of empirical research on learner autonomy in a wide range of cultural contexts and distinct domains of language use, especially in the context of CFL. This study aims to scrutinize the readiness for autonomy of CFL learners within the Malaysian settings. The research utilized a quantitative approach to analyze the data. A closed-ended questionnaire survey was conducted with 600 participants. Specifically, the data were synthesized through descriptive statistical analysis to concretely consider the respondents' readiness for learner autonomy in terms of perception of responsibility, assessment of ability, and engagement in the activities in Chinese learning. Findings indicated that Malaysian CFL learners demonstrated a medium readiness for autonomy in Chinese learning. While participants exhibit a relatively high perception of responsibility for autonomous learning, their ability to assess autonomy in decision-making within Chinese learning is somewhat unsatisfactory. Additionally, they express less enthusiasm about engaging in autonomous learning activities inside and outside the classroom. The current study illuminates theoretical and practical dimensions concerning the readiness for autonomy in Chinese learning among Malaysian CFL learners. Moreover, it is anticipated to offer implications for further studies on autonomy development among CFL learners in analogous contexts.

Multimodal Reading Model for a Rural Elementary School

This study intends to develop a multimodal learning model to assist teachers in addressing issues related to students’ poor reading performance in a rural elementary school in the Province of Sorsogon, Philippines. The study used the qualitative case study method to achieve its objectives. Data were acquired through document reviews, individual interviews, and focus group discussions with the informants purposefully selected for the study. Results showed that for the school year 2023 to 2024, out of 166 learners, four pupils belonged to the description of meeting expectations; 53 belonged to full intervention; 55 belonged to moderate intervention; and 54 belonged to light intervention. Meanwhile, for the school year 2022 to 2023, out of 202 learners, 30 pupils belonged to the description of meeting expectations; 16 belonged to full intervention; 104 belonged to moderate intervention; and 52 belonged to light intervention. Given this reading performance, this study proposes a multimodal reading model for a rural elementary school. The goal is to enhance the reading proficiency of the pupils by supporting reading teachers who use multimodal reading models to teach non-readers. The teachers’ feedback on using multimodal reading tools revealed both their positive and challenging experiences. Future studies may aim to develop, implement, and evaluate advanced multimodal reading technologies used in autonomous cooperative learning and reading intervention programs and activities.

Unleashing the Potential: Investigating the Empowering Effects of Field Trips on Autonomous English Learners’ Learning

Field trips have long been recognized as a significant component of educational endeavours. While students at the primary and secondary levels commonly engage in such activities, the integration of field trips into tertiary education remains infrequent. University studend who attend the English classes are seldom afforded the opportunity to directly observe authentic professional environments or explore potential workplaces related to their future careers, experiences that can be facilitated through field trips. Additionally, given the increasing emphasis on the internship program held by Indonesian Ministry of Education, Culture, Research, and Technology, a gap arises as students are limited in their exposure to real-world work environments. The objective of this research endeavour was to investigate university students' perceptions of field trip activities and assess how these experiences contribute to the development of students' autonomous learning skills. Qualitative data for this study were collected through two questionnaires, a preparation and a reflection Google sheet. The participants consisted of 27 students enrolled in the International Relations Study Program at UPN Veteran Jakarta. The findings of the study revealed that field trips offer numerous benefits to English for Professional Purposes students, including enhancing their understanding of academic concepts, providing a deeper real-world context for learning, and fostering social interaction. The questionnaire results demonstrated a predominantly positive perception among the students. Furthermore, a majority of the participants reported engaging in autonomous learning activities during the field trip, facilitated by the opportunity to interact with industry professionals and seek their guidance through questioning.

Студенческий опыт и отношение к самостоятельному изучению языка: пример Аддис-Абебского университета науки и технологий

<p>This study aimed to investigate freshmen students' practices and perceptions of autonomous English language learning. The study investigates the actual language learning activities students carry out inside and outside the classroom with a view to determining their perceptions towards autonomous language learning, their readiness to take responsibility for their learning, and their motivation level of learning English autonomously. 313 students participated in the survey questionnaire where classroom observations and FGDs were used for triangulation. The obtained quantitative data from the questionnaire were analyzed using SPSS. The data collected through observations and FGDs were analyzed qualitatively using thematic analysis. Evidence from the results indicated that students were motivated to learn English and their behavior demonstrated that they were autonomous learners to some extent. Even though they were motivated and participated in autonomous language learning activities, there were only a few aspects that the students considered as their own responsibilities. Teachers should aware of students how to learn autonomously and share responsibility.</p>

English Education Students' Attitude toward Autonomous Learning Amidst the Abundant Online Learning Sources

The development of information and communication technology has provided various learning resources that can be accessed by students anytime and anywhere, including for learning languages. This should provide benefits for improving students’ language skills. This article explored several things related to the use of online learning resources by students majoring in English Education, including three problem statements, namely: (1) what kind of online learning activities did the students do for autonomous learning purposes? ; (2) what kind of improvement did they obtain from autonomous online learning activities? ; (3) what were the challenges they found in using online learning sources for autonomous learning activities? This study utilized quantitative and qualitative data to provide detailed description. Furthermore, the data was analyzed thematically. This study revealed that students tended to use social media, Youtube, and university LMS for their autonomous learning. Their reported that their autonomous learning improved their English skills, especially in listening, speaking and vocabulary mastery. It was influenced by their interest in certain skills and the learning resources they accessed. The challenges associated with online autonomous learning were unstable connections, lack of clear learning goals, and low student motivation. Several implications and recommendations are also discussed in this study.

Autonomous Learning among EFL Undergraduate Students in Selected Private Indonesian Islamic University: Voices and Activities

Learner autonomy has recently been recognised as an essential component of changes in higher education. The word 'LA' can be misunderstood because it may be viewed differently in various settings. Hence, this study explores whether the students at higher levels of education in Indonesia have better perceptions and efforts to enhance their autonomous learning. Questionnaires and interviews were asked with EFL students in collecting the data. The study sample consisted of 95 students randomly selected from FTTE Islamic University of Riau. This study applied a mix-method, and descriptive statistical testing was employed to analyse the data and determine the research questions. NVivo 12 explored how the students perceived the autonomous learning process. The result showed that the EFL learners mostly perceive autonomous learning as independent learning under one’s target, involving personal learning styles and strategies with the teacher's assistance. A significance value (p) was obtained at the time of initiation, monitoring, and evaluation of the data, respectively 0.286; 0.533; 0.744. So, all the p-value was >0.05. It requires no significant effort in initiating, monitoring, and evaluating among different levels. In addition, there was no significant difference between the efforts of the initiating, monitoring, and evaluating activity performed among EFL learners either in the second, fourth, or sixth level. This point is that EFL learners are not independent in selecting when and how to initiate, monitor, and evaluate autonomous learning. So, this fact shows us that the higher semester level did not guarantee better effort toward autonomous learning activities. 

Measuring learning that is hard to measure: using the PECSL model to evaluate implicit smart learning

This paper explores potential ways of evaluating the implicit learning that may be present in autonomous smart learning activities and environments, reflecting on prior phenomenographic research into smart learning activities positioned as local journeys in urban connected public spaces. Implicit learning is considered as intrinsic motivation, value and richer engagement by participants, demonstrating levels of experience complexity, interpreted as levels of implicit learning. The paper reflects on ideas for evaluating implicit smart learning through planning for experience complexity in the context of a pedagogical model, the Pedagogy of Experience Complexity for Smart Learning (PECSL), developed from the research. By supplementing this model with further conceptual mechanisms to describe experience complexity as surface to deep learning alongside cognitive domain taxonomy equivalences, implicit smart learning might be evaluated in broad flexible ways to support the design of more effective and engaging activities. Examples are outlined placing emphasis on learner generated content, learner-directed creative learning and supporting dialogue and reflection, attempting to illustrate how implicit learning might manifest and be evaluated.

Enhancing genre instruction on research proposal introductions with an online academic writing tutor

This study explored the efficacy of a four-module online resource—The Online Academic Writing (OAW) tutor—for enhancing classroom genre instruction in an undergraduate course on research proposal writing for novice L2 writers. The Introduction drafts of two groups of 21 students were compared. The main difference between the groups was that the OAW group used the tutor as an out-of-class complement to classroom instruction while the non-OAW did not. The tutor’s online tracker established that the OAW group made multiple attempts at language and comprehension check activities, suggesting their high motivation and commitment to mastering online content. The results indicated that classroom instruction promoted the acquisition of genre-related discoursal elements (also known as moves/steps) as both groups were equally able to use and sequence these elements appropriately in their research proposal Introductions after instruction. Yet, the OAW group outperformed the non-OAW group with respect to lexical and grammatical accuracy. The higher quality of the Introductions written by the OAW group suggested that the tutor was effective in supporting genre instruction on research proposal Introductions via self-paced and self-directed learning activities. This finding underscores the potential of interactive online resources for enhancing L2 genre instruction via autonomous learning activities.

Students’ Autonomous Learning Activities outside the Classroom to Master English as a Foreign Language

The complexity of foreign language learning and its restricted time to learn in the classroom need proactive efforts from the English students outside the classroom with full initiative and effort. This study tended to investigate to what extent students’ autonomous learning activities outside the classroom to master English (four English skills). This study applied a descriptive quantitative design. It was conducted at a state university in Majene, West Sulawesi, Indonesia in the academic year 2021/2022. The population was English education students in the second and third years. There were 62 students who participated in this research. They were selected by using a convenience sampling technique. To gain the data, this research employed a questionnaire as a research instrument which consists of 16 items of statements. The data, then, were analyzed by employing descriptive statistics. Based on the data analysis, it was found that students’ autonomous learning activities outside the classroom are still limited to activities that are entertaining for them. Apart from that, it has not been found that their extra efforts are done independently to become more proficient in every English skill. This indicates that students are still passive learners. By knowing the independent learning efforts carried out by students out of the classroom, English lecturers are expected to be able to design policies or teaching strategies to guide students so that they can increase their efforts by optimizing the wealth of available independent learning resources.

Self- Access Materials Needed for Autonomous Learning in the 21st Century at Senior High School

The existence of the covid- 19 pandemic can indeed be a polemic in all sectors, particularly in education sector. Besides the covid- 19 pandemic, the rapid progress of the 21st encourages students to become independent learners who can pursue their own studying. Self- access materials play a crucial role in the successful execution of autonomous learning goals in promoting the ability and passion of students for autonomous learning. Therefore, this research aims to find out self- access materials needed for autonomous learning in the 21st century and investigate how to implement the self- access materials for autonomous learning in the 21st century. This research is a descriptive qualitative research using interview to collect the data. The respondents of this research are 6 students of XI Grade and 1 English teacher. The result shows there are 6 strategies of autonomous learning which consist of 17 autonomous learning activities. From the 17 autonomous learning activities, there are 13 autonomous learning strategies that found in this research with 1 activities founded regarding to the interviewees responses. The self- access materials needed by students are didactic books, motivational videos, dictionary applications, YouTube, vocabulary books, registers, authentic materials, English textbooks according to curriculum, webtoons, novels, feedback worksheet, TOEFL CD-Room, educational software (British Council, BBC Learning English and social media, articles, Ome TV application and others. There are 7 steps to implement the self- access materials. Thus, to support the English learning, this research greatly beneficial for students, teachers and material developers

AUTONOMOUS LEARNING IN ELT: STUDENTS’ PERCEPTIONS AND PRACTICES

Autonomous learning is considered to be an important tool and is expected to appear in English language learning because it can have a positive impact on the learning process of students. Mainly in the English Language Teaching Department, various studies have been conducted on the views of students and teachers on autonomous learning. However, there is still a lack of investigations on autonomous learning in the context of non-English majors’ students. This research aims to investigate students' perceptions of autonomous learning in English language learning. In addition, the research focuses on exploring students' practice in autonomous learning activities. The questionnaire and semi-structured interview were applied to a randomly selected sample of one hundred forty-nine (149) accounting students. The research findings show that students have a positive attitude towards autonomous learning and the importance of autonomous learning in language learning. Meanwhile, in terms of implementing autonomous learning itself, the students possess low efforts. Therefore, it is recommended that in order to improve the autonomous learning of accounting students of Universitas Pamulang in English teaching and learning, it should be integrated into English teaching and make it an integral part of the EFL curriculum.

On the Basic Sructure and Promotion Strategies of Contemporary College Students’ Autonomous Learning Drive

Internal driving force refers to the internal force that can drive the collective to produce certain behaviors. Contemporary college students grow up in the information age. The explosion of knowledge and information makes the renewal and development of knowledge system, ability and skills very rapid. The effective development of autonomous learning is of great significance to the future growth of college students. It can promote students’ continuous self-improvement and self-development, better meet the needs of the times and society. Autonomous learning drive is the core driving force driving students to carry out autonomous learning activities. This study focuses on the basic structure of contemporary college students’ autonomous learning drive, and then discusses its promotion strategies, so as to lay a solid foundation for the overall improvement of contemporary college students’ autonomous learning ability

Online-based intervention on LGBTI+ health promotion in Brazil: development and preliminary impacts

Abstract Background Brazil reports public healthcare gaps concerning lesbian, gay, bisexual, transgender, and intersex (LGBTI+) people. Massive Open Online Courses (MOOCs) are online-based teaching interventions, however their use is still scarce in Brazil. We aim to describe the development and to analyze preliminary impacts of the first online-based intervention through MOOCs for LGBTI+ health promotion in Brazil. Methods We adopted mixed qualitative and quantitative approaches, based on participatory-action research: 1) to design the content and format of the MOOC, we conducted 10 focus groups during 2018 and 2019 with key stakeholders in three different Brazilian State capitals, identifying needs and challenges and linking it with guidelines of the National Policy for Comprehensive Health of LGBTI+ people; 2) based on step 1, we developed the MOOC, producing reading content, video-classes and multimedia; 3) we quantitatively analyzed, through a survey, its impact and reach after six months. Results The results showed that: a) focus groups were essentials to inform the priorities to design a tailored MOOC; b) the MOOC had 30 hours of autonomous learning activities divided into two modules, with problem-based evaluation; c) the first ten-month of the course had a total of 5,000 people enrolled with a completion rate of approximately 30%; d) 1,700 successfully completed the course; e) 582 participants joined the survey post-course evaluation and for 370 (63.6%) of them, this was the first training activity on LGBTI+ health. Conclusions Results point to a high interest in LGBTI+ health and high demand for training on this topic among health professionals. The MOOC format was successful and reliable in enabling the teaching-learning process. Key messages Participatory action research was able to inform the content of the first MOOC for LGBTI+ health in Brazil. The MOCC had high interest, and for the majority of concluding participants it was the first activity and formal education about LGBTI+ health.

Learner autonomy among students of French as a foreign language in a tertiary context

Learner autonomy has attracted numerous researchers in language teaching for the last four decades. However, there exists still a need to investigate to what extent learners of foreign languages, in particular languages other than English, are autonomous. This study aims to investigate learner autonomy in learning French at a university in Turkey by exploring students’ perceptions relevant to learner autonomy (i.e., responsibilities, abilities, and metacognitive strategies), motivation, and autonomous language learning activities. The study adopted a mixed-methods approach and the data were collected through a questionnaire (N = 57) and learning diaries (n = 14). The results revealed that the students seemed to hold teachers more responsible than themselves for learning French and in general they reported a moderate level of decision-making abilities and use of metacognitive strategies. Moreover, a considerable number of the students slightly motivated or did not feel motivated. The qualitative data on motivation analyzed based on the L2 Motivational Self System showed that the participants’ ideal L2 selves were shaped by professional aspirations and/or integrative motives. However, most of them appeared to have difficulties in maintaining their motivation and only a few students seemed to have intrinsic motivation. Furthermore, the majority of the students engaged in limited autonomous language learning activities. Thus, most of the students did not appear to be autonomous learners in learning French. The implications of the study were provided in light of the findings.

A Jointly Led Teacher-Student Extensive Reading Practice and Its Effect on Enhancing English Learning by Linking It with Autonomous Learning

This paper discusses the practice of the “English Extensive Reading & Listening Marathon,” a learning activity that aims to enhance in-class English education by linking it with out-of-class autonomous learning activities. It uses the extensive reading (ER) practice as a foundation. In implementing the practice, ER activities were employed as a part of an English class in order to encourage students to read on their own. An English reading circle was also created to support the practice. The related voluntary, after-school activities were planned and run by the students themselves with guidance from the authors. The collaborative effort between teachers and students was effective in autonomous English learning, resulting in an increase in the average reading volume of the students. Four students attained the goal of reading 300,000 words in a year.

Autonomous English Language Learning Beyond the Classroom: Indonesian Tertiary Students’ Practices and Constraints

. In response to the interest in learner autonomy in recent years, educational research has been increasingly paying attention to students’ out-of-class autonomous learning activities. This study aims to (1) describe the extent to which Indonesian tertiary students engaged in autonomous English language learning outside the class, (2) explore their perceived constraints in practicing autonomous learning, and (3) examine whether there are any significant differences in the autonomous learning activities between female and male students and between the English major students and non-English major students. Employing the explanatory mixed-method design, a total of 402 first-year students completed a questionnaire, and 30 of whom were interviewed. The questionnaire data were analyzed using descriptive statistics and non-parametric tests, and the interview data were analyzed using thematic analysis. The results showed that the students did engage in several out-of-class English learning activities, however many of the activities were more receptive than productive. The interviews echoed the questionnaire results, and the students claimed that they were not autonomous in their learning due to several constraints. The results also revealed that there is no significant difference in the level of practice of autonomous out-of-class activities based on gender but a significant difference was found concerning majors of study. Practical implications for the Indonesian context are put forward.

The Competence-Based and Ethical Platform for Communication in Modern Education

The vibrant dynamics of the educational realm are interfused by polylingual and polycultural flows and it is important to define and model new competencies in the opening decades of the third millennium. This article offers a survey of key competencies united by the concept of ”new literacy”, or a form of post literacy that is designed to help students succeed in the information culture and education sphere of the twenty-first century. These include training in: educational and cognitive competence, laying the groundwork for further education with the help of foreign languages; existential competence, which content are Soft Skills vs. Hard Skills; competence of social interaction; intercultural competence; information ethics, modeling a certain image of behavior in online communication; and information literacy. Media education is viewed as a tool for the formation of general cultural competence. This article accentuates the key function of foreign language in modeling the key skills of the twenty-first century, where the language is positioned as a mandate into other cultures and other pictures of life. Teaching foreign languages draws on the competence-based approach, emphasizing digital citizenship,and increasing the share of autonomous learning activities in the paradigm of mobility, interactivity and edutainment.
 Keywords: information culture and education, multimodal media and information literacy, teacher’s mission, transdisciplinarity