Autonomous Learning Behavior Research Articles

Fostering Learner Autonomy through Cooperative and Collaborative Learning

Both cooperative and collaborative learning are learner-centered teaching approaches in English Language Teaching (ELT) to support active learning, shared learning, inductive learning, and autonomous learning. However, definitional and conceptual clarity of these two concepts did not receive as much attention as they deserve. As a result, these two terms are often confused, conflated or used interchangeably. This review paper critiqued the two terms by revealing their components, identifying their commonalities as well as variances, and explicating their theoretical bases and exploring their role in fostering learner autonomy. Searching and reviewing published literature were used to achieve the objectives of the study. The study perceived that cooperative learning is the educational technique that uses small groups of students guided by the teacher to benefit their individual and each other’s learning whereas collaborative learning is a philosophy of interaction of a learning group where people take responsibility for their own learning while recognizing their peers’ abilities and contributions. Both the approaches foster autonomous learning behavior where cooperative learning is considered the foundation stage for collaborative learning. This article will benefit current and future ELT practitioners and researchers of this emerging field of pedagogy by providing a clearer analyses of the terms and role in fostering learner autonomy.

Autonomous Learning Mode based on a Four-Element Teaching Design for Visual Communication Course

With the development and improvement of information transfer efficiency in this era, visual communication has people's life and communication. However, the thinking in the traditional visual communication course is fixed, and students' learning enthusiasm is weak. Hence, this study proposes an autonomous learning mode by using a four-element teaching design. First, we propose relevant knowledge and ability, learning task, supporting program, and special practice as four elements related to education program. Second, we integrate them into the autonomous learning model to help students achieve learning transfer. Third, we use the new K-means algorithm to collect students' autonomous learning behavior data in the online course of visual communication and divide the data into three levels (high, medium, and low levels) for analysis. Finally, we design autonomous learning teaching cases for visual communication by using the proposed four-element teaching design and analyze the teaching effect. Our results show that the proposed learning mode enables a long learning video watching time for students, which in turn produces a high percentage of completed tasks. This result verifies that the application of the autonomous learning mode based on four-element teaching design can improve students' autonomous learning ability. Therefore, this mode is worth promoting.

Study on Cultivating College Students' English Autonomous Learning Ability under the Flipped Classroom Model

Since the 21st century, the cultivation and improvement of college students' English autonomous learning ability have become an important symbol of deepening the reform of College English teaching. The reform of teaching model is the critical to it. With the help of the self-constructed flipped classroom teaching model, this paper designs the corresponding teaching process, aiming at investigating the three dimensions of self-management learning ability, self-learning psychology and self-learning behavior of non-English majors. After the investigation and experiment on the control class and the experimental class for the whole semester, the experimental results show that the self-regulated learning model of College English based on the flipped classroom can greatly improve the comprehensive English level of College students, and the flipped classroom teaching model of College English can effectively improve the students' self-management learning ability, stimulate students 'motivation of autonomous learning and activate students' autonomous learning behavior. Thus, it opens up a new path for the cultivation of College Students 'autonomous learning ability.

WATCHING VIDEOS TO IMPROVE AUTONOMOUS LEARNING BEHAVIOR FOR UNIVERSITY STUDENTS AS GENERATION Z

Technological changes have brought great impacts for the development of teaching and learning process. Moreover, students as generation Z are usually keen on experiencing new methods to learn. The objectives of the study are to investigate activities preferred by students in learning English autonomously and to analyze why they choose them. Mixed methods were applied to get deeper and broader analysis on autonomous learning behavior among the participants. Descriptive quantitative analysis and phenomenology approaches were used in the study. The result showed that watching videos became the most favorable activity to learn English autonomously because the media offered some benefits in terms of vocabulary enrichment, listening enhancement, and pronunciation practice. However, teachers’ guidance to choose what videos to watch were admittedly required.

The depiction of preferred and needed autonomous learning method among Generation Z in Universitas Aisyisyah Yogyakarta

The study aims in investigating the rate of students who have applied autonomous learning behavior, in analyzing how students learn English, how they maximize the use of new technology in learning process, and what students prefer and need in mobile application that can boost their spirit in developing autonomous learning through new technology. Mixed method with total sampling as many as 206 students is applied to analyze the width and depth of topic studied. Questionnaire and structured interview were employed to obtain the studied data. The study found that low rate of developing autonomous learning (less than 30%) was still shown by students, and students had not maximized the use of new technology to boost to learn English as a foreign language. Moreover, the study also reveals that students prefer and need mobile application which owns dictionary-like feature with complete explanation on each word, what the word means and how the word is used. In addition, good visualization also becomes a plus value in a mobile application. DOI: 10.26905/enjourme.v4i2.3595

Toward the Transparency of Symbolic Violence in Developmental English at Urban-Serving Community Colleges: A Thought Experiment

Developmental English in urban-serving community colleges was considered as the site where racial and ethnic minority students who are deemed underprepared for college must learn the white, middle-class literacy conventions valued in higher education. The idea of symbolic violence—the systematic devaluation of one’s culture—was used as a theoretical framework to synthesize the available evidence of students’ learning experiences in these courses. A thought experiment suggested that making transparent the symbolic violence that students experience would likely (a) shape more effective course designs and pedagogies, (b) encourage students’ autonomous learning behaviors, and (c) dignify both the professors and students in these courses.

The English-Majored Sophomores’ Self-Perception of Autonomous Language Learning

Learner autonomy, which places the great emphasis on the learners’ independent roles and responsibilities in their learning process, has become the main concern of language education for over three past decades. It is important to investigate the language learners’ self-perception of their autonomous responsibilities, their possession of autonomous abilities, and their enactment of autonomous in-class and out-of-class behaviors. Thereby, the current study adopted features of a mixed-methods research design to examine these autonomous dimensions as perceived by university learners. A sample of eighty English-majored sophomores from Hung Vuong University, Vietnam was recruited for the current study. Their self-perception of autonomous language learning was elicited through two instruments of a thirty-two-item questionnaire and a nine-question semi-structured interview. Then the questionnaire data were quantitatively analyzed and the interview data were qualitatively analyzed. The results of this study indicated that the majority of the participants positively acknowledged the importance of learner autonomy, discerned their gained autonomous learning responsibilities, recognized their existing autonomous abilities, and unveiled some enacted autonomous learning behaviors inside and outside class.

Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums

This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.

Research on Children’s Autonomous Learning Behavior in Performance Area---Taking H Kindergarten in Changsha as an Example

Respect and protect children’s curiosity and interest in learning, help children gradually develop proactive learning quality, let children become the protagonists of their own learning, develop good thinking habits and study habits, and improve the ability of independent learning are the general trend[1].In the performance area, young children creatively express their understanding of life and art works by playing the role of literary and artistic works. They can develop the imagination and creativity of young children, and the satisfaction and pride they receive in stage performances are great temptation for young children. Through the coding and statistics of children’s independent learning behaviors in the performance area activities, This paper that mainly adopts the observation method deeply analyzes and discusses the reality of children’s independent learning behavior in kindergarten performance area activities, summarizes the characteristics of children’s autonomous learning behavior, analyzes the influencing factors, and puts forward suggestions on improving children’s autonomous learning behavior level: Pay attention to the age characteristics of young children in the behavior, treat children of different age, change teachers’ concept of regional activities, and improve teachers’ support for performance areas.

On the Creation of Informal Learning Space in Universities

<p>Informal learning space refers to the space environment used by schools to stimulate students' autonomous learning and self-organizing learning behavior in addition to formal teaching space. As a powerful complement to formal learning space, informal learning space can provide personalized learning field, promote collaborative communication, and effectively use idle space. For this reason, universities should attach importance to the de-velopment and creation of informal learning space. On the basis of following the principles of cost, convenience and comfort, universities should reasonably construct informal learning space according to its location distribution, service population and use function.</p>

A Structural Analysis of Senior High School Students’ English Achievement Goal Orientation, Learning Anxiety, and Autonomous Learning Behavior

A Structural Analysis of Senior High School Students’ English Achievement Goal Orientation, Learning Anxiety, and Autonomous Learning Behavior

Undergraduates’ Out-Of-Class Learning: Exploring EFL Students’ Autonomous Learning Behaviors and Their Usage of Resources

Educational research is increasingly paying attention to students’ out-of-class learning. Students’ out-of-class learning is linked to improved class performance and constitutes an important part of learner development. Prior research has argued that learning-resources provision should encourage students’ autonomous learning both in and out of the classroom [Benson, 2013; Benson & Reinders, 2011; Gardner & Miller, 1999; Little, 1997; Richards, 2015]. However, work on autonomy often proceeds via generalities rather than focusing on its enactment in individual behavior. Accordingly, this study investigated 35 EFL undergraduates’ autonomous learning behaviors and their use of resources of the learning center of a university. Data were collected via email interviews with the participants and examination of their resources-usage records. Content analysis of the interview data, using six categories based on a learner-autonomy model, was used to generate each participant’s autonomy score. Spearman rho testing of the relationship between those scores and the students’ resources-usage scores suggested a very strong positive relationship between autonomous learning behaviors and overall usage of resources, as well as the variety of those resources used by individuals. Data analysis also revealed that, to varying degrees, each participant’s autonomous-learning behaviors (based on qualitative examples) fell into more than one of the six learner-autonomy types. Based on these findings, it is recommended that students be encouraged to learn beyond the classroom through pedagogical activities that link classroom learning to learning-center resources. Based on the findings of this study we make suggestions on pedagogical design with SAC and applications for SACs in other educational contexts.

A Study on Learner Autonomy Among Ethnic Preparatory Students

The purpose of the paper is to probe into autonomous learning awareness and behavior amongst ethnic preparatory undergraduates and postgraduates, as well as the factors that may exert influence on learner autonomy. A questionnaire survey is conducted in experimental classes and 822 valid papers are recovered. The statistics collected are processed by SPSS for Windows 13.0. The results show that the longer the education experience is, the higher the level of autonomous learning awareness and behavior is. Compared with urban and county students, rural students and pastoral students show higher level of learner autonomy. Autonomous learning ability of ethnic preparatory students is in positive correlation with their academic achievement.

Scrabble® Players as Model English Language Learners : Exploring Autonomous Learning Behavior of Regular and Long-Term Players at a Japanese University

本論文は，日本の大学における英語教室外の自主的な定期的・長期的競技者グループが示したScrabble®の有用性について報告するものである。この語彙ゲームは必須の正規英語授業科目に加えて，学生の英語能力を維持・伸長するための自立的な努力を促す多くの可能性を有している。言語学習に必要な持続可能な関心と努力のために内面点的関与や学習者の自立性についての重要性は多くの報告がなされている。これらの重要性は，とりわけ教室外での目標言語との接触が限られているEFL（English as a foreign language）の状況下においては言うまでもない。これまでの自国及び外国での目標言語使用のコミュニティにおける英語学習者に関する研究では，学習環境に対する現実的な制限に関して自律した行動をとることが，学習者としての成功の可否を左右すると報告されている。本調査において，定期的・長期的競技者は徐々に「成功する」また「自立した」英語学習者となる姿を示した。彼らは大学在学中に教室外での英語能力を磨く機会を有益だと捉え，前向きにそのような機会を求めたのである。第二言語あるいは外国語学習の高い目標を達成しようとする際に確かな拠り所となる考えられ，自律した学習行動のこのような具体的事例は，経験が少なくまだ成果の出ていない学習者にとって良きロールモデルとなり得ると考える。

Direct vs. Indirect Written Corrective Feedback: Student Perceptions

Studies have shown that most teachers give written corrective feedback to written work in ELT, and that students wish to receive it; however, the debate regarding which type of feedback may be more effective is far from settled. This study reports on action research carried out with intermediate learners in a Chilean university. The teacher/researcher changed from providing direct to indirect, coded feedback in an effort to engage learners more fully. The perceptions of six learners of the two types of feedback were explored using a case-study approach. Most students claimed indirect feedback was more useful as it prompts deeper cognitive processing and learning. There was evidence it may also help reinforce grammatical knowledge and encourage autonomous learning behaviour.

Experimental Research and Realization of Network Virtual Experimental System

The experiment is a kind of experimental model based on virtual reality technology to create and develop which can have a significant effect on the experimental teaching of computer network, which can not only help students to carry out independent network test and promote student's autonomous learning and learning behavior research, but also can dig the potential ability of the equipment, so as to create a new experimental teaching mode. In this paper, it takes the overview of network experiment as the starting point, based on the interpretation of the connotation of simulation technology, analyzing the requirement of system, so as to discuss the framework of the experiment system based on Lab View.

TOWARDS A BETTER EFL LEARNERS’ MANAGEMENT OF THEIR INDEPENDENT ENGLISH LANGUAGE LEARNING AT UNIVERSITY LEVEL

This paper reports the results of a research work that has sought to investigate the characteristics of students’ management of their English language learning and has attempted to correlate it with effective, independent, autonomous learning. It stresses the importance of improving students ‘learning how to learn skills’ through implementing an instructional programme based on autonomy fostering. It is undeniable that the ultimate objective of Education is targeting quality assurance and enhancement for facing twenty first century education challenges. Therefore, the primary goal of higher education is to prepare learners to function independently and appropriately into this world in constant motion. It is our role as teachers to equip them with the necessary tools and skills so that they manage both content and the way to learn it and use it for future employability objectives. Major researches in the area of learner autonomy in language learning will be reviewed drawing the characteristics of the autonomous learning behaviour as well as the main variables influencing its practice. The research adhered to a descriptive interpretative type of research, where we have attempted to investigate whether students were able to manage, monitor and self-regulate their learning and make it more self-directed and more successful. Both qualitative and quantitative data were collected thanks to a triangulation of research tools used before and after the instruction in learning skills and competencies. Some of the results revealed that while for the majority of learners, autonomy fostering was welcomed and gave significant results, not all students were ready to function independently from a teacher for their language learning.

Pronunciation learner autonomy: The potential of Automatic Speech Recognition

Abstract In pronunciation learning, students are often hampered in their attempts to study or practice autonomously by their limited abilities to monitor their speech for errors. Automatic Speech Recognition (ASR) has great potential for providing feedback, allowing students to become more autonomous pronunciation learners. This study examined the effect of ASR use as part of a three-week pronunciation workshop on students' autonomous learning beliefs and behaviors. The study utilized three groups: 1) CONV: conventional face-to-face pronunciation training workshop (n = 15), 2) STRAT: mostly conventional with minimal ASR strategy training (n = 17), and 3) HYBRID: hybrid with half of workshop time using ASR (n = 16). Changes in beliefs and behaviors were tracked using pre-, post-, and delayed post-workshop surveys, along with interviews and weekly learning logs. Results showed that while CONV reported no significant change, groups introduced to ASR, STRAT and HYBRID, significantly increased their beliefs of autonomy from the pre- to post-workshop survey and pointed to the feedback from ASR as enabling them to practice autonomously. However, after the workshop ended, HYBRID reported significantly more time spent on autonomous pronunciation learning and more use of ASR than STRAT and CONV, highlighting the need for a gradualist approach to autonomy through repeated practice with ASR.

English

The ability in making meaning of learning through opportunities is seen as a pathway to autonomous learning behaviour. This study is undertaken to explore the behaviours of a group of nine learners at a tertiary institution in Malaysia to see how they utilise both receptive as well as productive vocabulary learning opportunities meaningfully beyond their English language course. The theory of constructivism appertains, as the learning activity is active, constructive, cumulative and goal-directed. The participants’ journal entries of one month were perused to enquire the various aspects of their learning experiences and what they did before, during and after English language class. Weekly retrospective in depth interviews were conducted with the participants, as well as their class lecturer. The study found that these learners lacked proactive attitude in seizing learning opportunities and were poor readers of English language materials. The study also found that the extent learners take learning opportunities is not solely dependent on their language proficiency, but more than that on learner confidence and their preferred learning style of non-verbal learning, hence dispelling the widely accepted belief that high proficiency learners are more proactive in their learning pursuits. In seizing learning opportunities at opportune moments, the major stumbling blocks are lack of transfer in learning as well as limited and untapped communication opportunities with the lecturer beyond class hours. This study shows that average and low ability learners can also embrace learning opportunities meaningfully with other moderating variables, such as a confident personality and adequate risk taking initiatives.

General Tendencies of English Language Learners in Using an Independent Learning Centre within the Turkish Higher Education Context

Independent Learning Centres (Self-Access Centres) have become an essential component in language teaching institutions to aid learning and foster autonomous learning behaviour. To reach these goals, it is vital to ‘listen to the people’ in the target group. The efforts made and services offered need to be analysed systematically in each centre and centres should be organised and administered by taking students’ needs and expectations into consideration. The main aim of this study is to put forth a profile of how an Independent Learning Centre (ILC) is used by English preparatory class students (n=715) in higher education in Turkey. The overall numbers concerning the ILC use, purposes of regular users in visiting the centre, reasons of non-users, materials they find most useful and their needs and suggestions related to the centre have been analysed. The most common purpose for using the centre was found to be ‘to do homework’. According to the users, ‘listening materials’ are the most useful type of resources. ‘More study space’, ‘more listening materials’ and ‘more guidance’ were the most notable needs of the students in the centre. Based on the findings and understanding of the field, suggestions are given to improve the services and materials within the centre.