Autonomous Learning Behavior Research Articles

Language Learning Activities of Distance EFL Learners in the Turkish Open Education System as the Indicator of Their Learner Autonomy.

This study investigates the noncompulsory language learning activities performed by a group of distance EFL learners in the Turkish Open Education System. Performance of these activities has been considered as an indicator of their learner autonomy. The data were collected through an online questionnaire and interviews. The study shows that in general learners do not demonstrate autonomous language learning behaviour. They prefer learning English in a relaxed environment particularly by engaging in entertaining activities, and through note-taking. However, they do not have sufficient interaction with their facilitator, other learners or speakers. Although the participants are distance learners, they do not prefer Internet-based activities. Conditions stemming from adulthood, lack of skills necessary to perform an activity, lack of awareness of some activities and learners’ experiences in their previous years of education are some of the reasons for their unautonomous behaviour. The article also includes suggestions for teaching and future research.

Aprendizaje autodirigido en estudiantes de primer año de medicina de la Universidad de Concepción y su relación con el perfil sociodemográfico y académico

Medical education must encourage autonomous learning behaviors among students. However the great income profile disparity among university students may influence their capacity to acquire such skills. To assess the association between self-directed learning, socio-demographic and academic variables. The self-directed learning readiness scale was applied to 202 medical students aged between 17 and 25 years (64% males). Simultaneously information about each surveyed participant was obtained from the databases of the medical school. There is an association between socio-demographic and academic variables with the general scale of self-directed learning and the subscales learning planning and willingness to learn. Participants coming from municipal schools have a greater willingness to learn than their counterparts coming from subsidized and private schools. High school grades are related to self-directed learning and the subscales learning planning and self-assessment. Among the surveyed medical students, there is a relationship between self-directed learning behaviors, the type of school where they come from and the grades that they obtained during high school.

The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups

Autonomous learning and effective self‐regulatory strategies are increasingly important in foreign language learning; without these, students might not be able to exploit learning opportunities outside language classrooms. This study investigated the influence of motivational factors and self‐regulatory strategies on autonomous learning behavior. The researchers developed a new questionnaire for Hungarian learners and administered it to secondary school students, university students, and adult language learners. Their structural equation models show that strong instrumental goals and international posture, together with positive future self‐guides, are prerequisites for use of effective self‐regulatory strategies, which in turn play an important role in influencing autonomous use of traditional and computer‐assisted learning resources. Findings reveal no major structural differences between the groups, which suggests that the model is applicable to the most important language learner populations in the context investigated. Efficient management of time and boredom, as well as proactivity in seeking learning opportunities, were found to be necessary to promote autonomous use of traditional learning resources. In contrast, satiation control and time management were not important determiners of independent use of modern learning technology. Results indicate that in order to exploit the affordances of learning technology, a proactive approach to locating and using these learning resources is necessary.

Infância, mídias e aprendizagem: autodidaxia e colaboração

A interação entre pares e com adultos, em situações favoráveis e inovadoras de aprendizagem e com uso pedagógico apropriado das Tecnologias de Informação e Comunicação (TIC), pode levar as crianças a desenvolverem comportamentos colaborativos e autônomos de aprendizagem, benéficos para seu desenvolvimento intelectual e sócio-afetivo. Nossa hipótese é de que ambientes de aprendizagem computacionais tendem a ser eficazes para esta aprendizagem, pois possibilitam a mediação entre o sujeito e o objeto do conhecimento a ser construído, conforme sugerem os aportes das teorias construtivista e sócio-interacionista. O objetivo de nossa pesquisa é compreender como ocorrem estes "novos modos de aprender" que já vêm se desenvolvendo, à revelia da escola e, de modo geral, ignorados por professores e especialistas, desde que as crianças começaram a aceder à televisão e aos videogames e se amplificaram e complexificaram com o acesso e uso lúdico do computador e da internet.

Grammatical accuracy and learner autonomy in advanced writing

This paper aims to explore advanced ESL learners’ ability to make improvements in grammatical accuracy by autonomously noticing and correcting their own grammatical errors. In the recent literature in SLA, it is suggested that classroom tasks can be used to foster autonomous language learning habits (cf. Dam 2001). Therefore, it is important to consider classroom tasks that encourage autonomous language learning behaviour. Working with 13 advanced ESL composition students, we engaged the subjects in an explicit task in which they compared their own use of grammatical form in their own written output to the use of grammatical form as used in a text written by a native speaker. Based on the comparison between their own written output and the native speaker text, subjects subsequently corrected their grammatical errors. Results suggest that such a comparison task is beneficial in allowing learners to make gains in grammatical accuracy.

Key variables in language learning: what do learners believe about them?

This paper reports on a study which investigated the language learning beliefs of a group of students enrolled in an English for Academic Purposes course. The study drew on the results of an earlier study of language learning beliefs (Cotterall, 1995. Readiness for autonomy: investigating learner beliefs. System 23 (2), 195–205) which used factor analysis to identify six dimensions underlying learner responses to a questionnaire, and explored the relationship between each factor and autonomous language learning behaviour. This study extends the earlier work in three ways, Firstly, it adds new items based on the factor structure previously identified. Secondly, it incorporates items designed as a result of a survey of current research in second language acquisition (SLA). This survey identified factors which the literature suggests are important in successful language learning, particularly in autonomous language learning. Thirdly, it provides a learner perspective on topics in the SLA literature which researchers and teachers often claim as their domain. The paper discusses the beliefs reported by the subjects, and considers the implications of these beliefs for future research and for interventions in the learning process.

A New Look (Again) at Gifted Girls and Mathematics Achievement

Despite improvement in mathematics achievement test scores for females in general, there persists a gender gap in the achievement test scores among the gifted. “Old” perspectives on the problem, including biological or psychological differences and a broad problem definition, are no longer helpful or supported by the research data. The Autonomous Learning Behavior (ALB) model is presented as an alternative model to explain the continued presence of the gap and as a basis for finding effective solutions. Ideas for change and some new avenues for research are proposed, consistent with the ALB framework.

Readiness for autonomy: Investigating learner beliefs

The promotion of autonomous approaches to language learning is justified on ideological, psychological and economic grounds (Crabbe, 1993: p. 443). This paper argues that before any intervention occurs, it is necessary to gauge learners' readiness for the changes in behaviour and beliefs which autonomy implies. Firstly the paper presents data on learner beliefs collected in a study which involved the development and administration of a questionnaire on learner beliefs about language learning. Factor analysis of subjects' responses to the questionnaire revealed the existence of six dimensions underlying the responses. The paper then discusses each factor in turn, examining the claims that have been made in the literature about the role that factor plays in language learning and exploring the hypothesized relationship of each factor to autonomous language learning behaviour. The paper concludes by reiterating the importance of investigating the beliefs which learners hold. These beliefs are likely to reflect learners' “readiness” for autonomy.

Autonomous learning behavior: A possible explanation of sex-related differences in mathematics

Autonomous learning behavior: A possible explanation of sex-related differences in mathematics

Explaining sex-related differences in mathematics: Theoretical models

This set of papers synthesizes contemporary psychological research to identify and operationally specify major influences on abilities, interests, and skills in mathematics. Three models are then presented which hypothesize causation of the sex-related differences in mathematics that exist: (1) a four-factor model which explores mediating factors of autonomous learning behaviors which exist between socialization influences and learning; (2) a detailed socialization model of election of mathematics courses; and (3) a model of internal barriers which prevent females from fully developing mathematical skills. The models all suggest that causation of sex-related differences in mathematics are complex and multivariate. Social conditions affect the educational environment of a female as well as the personal belief system of each learner. Directions for research built on these models are indicated.