Autonomous Learning Strategies Research Articles

An Analysis of Autonomous Learning Strategies in Music Education for College Students: A Case Study of Piano Majors

An Analysis of Autonomous Learning Strategies in Music Education for College Students: A Case Study of Piano Majors

The Effectiveness of the Incentive Autonomous Learning Strategies (IALS) Module to Improve Chinese Non-English Major Undergraduates’ EFL Speaking Proficiency

Very limited research has examined the application of the Incentive Autonomous Learning Strategies (IALS) module to improve the speaking proficiency of English as a foreign language (EFL) among Chinese non-English major undergraduates at a public university in China. Thus, this study attempted to bridge this gap by incorporating autonomous learning with incentive strategies to enhance Chinese non-English major undergraduates’ EFL oral performance. Utilising a quantitative research approach, this study adopted a quasi-experimental design to carry out a 14-week intervention. The participants were purposively sampled with the experimental group undergoing the IALS speaking intervention, while the control group received conventional in-situ teaching approaches. A pretest and post-test were conducted on both groups to examine any changes in their speaking proficiency before and after the intervention. Results obtained from the paired-sample t-test demonstrate a statistically significant increase in the experimental group’s EFL oral performance, rising from a mean score of 50.52 before the intervention to 71.60 after the intervention. The control group’s mean score also improved from a pretest mean score of 51.08 to a mean score of 54.98 in the posttest. These results suggest that the IALS module has proven to be efficacious in improving Chinese non-English major undergraduates’ EFL speaking proficiency. It is hoped that the results of this study might provide insights into the effective strategies to enhance English speaking skills among Chinese non-English major undergraduates in EFL contexts.

STRATEGIES FOR ENHANCING SELF-DIRECTED LISTENING PROFICIENCY: INVESTIGATING EFL STUDENTS' AUTONOMOUS LEARNING PATHWAYS

This study delves into the efficacy of self-directed learning (SDL) strategies in improving listening comprehension skills among English as a Foreign Language (EFL) learners, a critical aspect of language acquisition that has seen limited exploration in current educational research. With the advent of technological advancements and the increasing demand for autonomous learning capabilities, this research focuses on identifying the autonomous learning strategies employed by EFL students and the challenges they face in enhancing their listening skills outside the conventional classroom setting. Utilizing a qualitative research methodology, data were collected through open-ended questions via Google Forms from the fourth-semester students of the English Study Program at Cokroaminoto Palopo University, selected through purposive sampling based on their engagement and interest in self-directed listening activities. The thematic analysis of the responses provided deep insights into the nuanced experiences of students, revealing a significant reliance on a variety of listening materials, including podcasts, movies, and digital platforms, which not only facilitated linguistic development but also fostered a profound sense of learner autonomy. The results highlight the crucial role of metacognitive awareness and the strategic application of listening comprehension strategies in boosting learners’ confidence and proficiency. Additionally, the study emphasizes the need for educational frameworks that support SDL practices with targeted instructional resources and approaches to effectively address listening comprehension barriers. This research underscores the importance of integrating SDL into language education to prepare learners for the global communication challenges of the 21st century, advocating for an educational model that emphasizes learner autonomy, metacognitive strategy training, and the utilization of multimodal learning resources.

Autonomous Learning Strategies to Improve the Speaking Skills of the EFL University Students

This research is entitled "Autonomous Learning Strategies to Improve Speaking Skills of the Fifth Semester English Students of Widya Mandira Catholic University". The research questions were: 1) What are the types of Autonomous Learning Strategies used by the fifth-semester English students of Widya Mandira Catholic University to improve their speaking skills? 2) What are the most common mobile application forms used autonomously to improve the speaking skills of the fifth-semester English students of Widya Mandira Catholic University? 3) How are these strategies used as an effort to improve the speaking skills of the fifth-semester English students of Widya Mandira Catholic University? This study aims to find the types of autonomous learning strategies to improve speaking skills, the most common mobile application used to improve speaking, and to find out how the existing strategies are to improve the speaking skills of English students. This research employed a descriptive qualitative method. The instrument used in this research was an online questionnaire that involved a sample of 24 English students. The findings of this research were the type of learning strategy most often used by students was listening to English songs to improve their speaking skills and YouTube was the first application that students always used in independent learning and the students' efforts were to continue learning, making schedules, and setting goals and being consistent in the study.

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

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

Teacher Strategy in Learning Mathematics in Class B At TK Aisyiyah Bustanul Athfal 06 Medan In Academic Year 2023/2024

This research aims to find out the math learning strategies of TK Aisyiyah Bustanul Athfal 06 Medan Class B teachers. The results showed that there were many variations of mathematics learning strategies used by teachers in Teratai class, including direct learning strategies, indirect learning strategies, interactive learning strategies, and autonomous learning strategies, but when used in Teratai class teachers were more likely to use indirect learning strategies, while the use of direct learning strategies, interactive learning strategies, and autonomous learning strategies was still not optimal. So in Mawar class, the strategies used by teachers in teaching mathematics are still relatively single, the strategies used include direct learning strategies, indirect learning strategies, and indirect learning strategies. Among these strategies, Mawar class teachers more often use direct learning strategies. Meanwhile, the use of indirect learning strategies and autonomous learning strategies is still less than optimal.

Padlet App uses in Tesl: A Sri Lankan Experience

Digital technology is found capable of playing a vital role in efforts to change from teacher-centeredness to student-centeredness in classroom management for TESL (Teaching English as a Second Language) by introducing autonomous learning strategies into the methodology followed. Therefore, integrating technology into TESL mechanisms is considered of paramount significance. In that context, Padlet is found usable as an efficient online app that can be used to boost active learning among students. Based on the results achieved in an experiment with a random group of 48 first-year Law undergraduates and 20 Computing freshmen at General Sir John Kotelawala Defence University who had been engaged in Padlet-based online learning activities in ESL for a period of four weeks, this paper analyses using SPSS 23.0 the data gathered in an online survey. Overall, the perceptions of the study population regarding the use of Padlet have been reported as positive. As revealed by the results, most of the participants (88.2%) were new to the use of Padlet app by the time it was introduced. Nearly, 79.4% of them identified that Padlet can make learning collaborative. In the meantime, 92.6% were convinced that Padlet is very influential in the process of knowledge sharing and 82.4% that it is a form of good motivation. Padlet has thus proven to be a very efficient tool in TESL. Hence, it is suggested here that it is important to include activities based on Padlet when designing curricula for teaching English as a second language.

Oral English Autonomous Learning Ability of English Majors Under the Background of the Internet and Its Improvement

The Internet is an important means of communication for contemporary college students, especially those majoring in English, to acquire knowledge about information and improve their oral proficiency. However, research on the relevant oral English autonomous learning ability of English majors shows that the overall learning situation is not satisfying. Based on the development of the concept of autonomous learning, this article explores the current situation and existing problems in oral English autonomous learning of English majors under the context of the Internet, and proposes corresponding autonomous learning strategies for improving their oral English skill.

A Study of Autonomous Learning Strategies Implemented by Members of Indonesia English Community

Autonomous learning is extremely important because it helps students promote independency, self-awareness, determination, and adaptability in technology employment in learning. The aim of this study is to describe the learning strategies of each autonomous learning level among members of the English Conversation club and to inquire about their outcomes in the form of speaking fluency. Therefore, this study case study research design to find patterns and connections, and inquire phenomena in depth. The results show that the advanced and intermediated level participants employ a metacognitive strategy which helped them to plan, monitor, and evaluate their learning, additionally, they displayed a high level of speaking fluency as the outcome of the strategy they employed. The beginner level employed a social mediation learning strategy and showed less autonomous learning activity but still had high speaking fluency, probably due the language aptitude. Whereas the emerging level participant employ a social mediation learning strategy and showed less autonomous activity, he displayed a low level of fluency. Participants with advanced, intermediated, and beginner level possess intrinsic motivation which helps them with their consistency and improvement. This study helps to understand the relationship between autonomous learning strategies, autonomous level, and speaking fluency outside of the classroom. It provides evidence that metacognitive strategy can lead to speaking fluency improvement and intrinsic motivation. Educators should develop teaching methods that promote the development of independent learning skills and intrinsic motivation in students.

Unveiling the Gender Influence on Autonomous Vocabulary Learning Strategies among Vietnamese EFL Teachers

This study sought to explore the influence of gender on the strategies adopted by English as a Foreign Language (EFL) teachers in Vietnam to enhance Learner Autonomy (LA) in vocabulary acquisition. Studying the influence of gender is particularly crucial in the Vietnamese context, as societal and cultural attitudes toward gender roles may distinctly impact pedagogical choices and, consequently, the efficacy of vocabulary learning strategies. Given the imperative role of English in global linguistic landscapes and the pressing need for effective vocabulary learning strategies, this investigation addresses a significant gap in current research by examining the gender-based pedagogical choices of EFL teachers. Utilizing a mixed-methods approach, data were collected from 99 high school EFL teachers from the Mekong Delta region through questionnaires and semi-structured interviews. The findings indicated a broad consensus across genders on the importance of strategies that foster autonomous vocabulary learning. However, male teachers held a stronger belief in the effectiveness of independent study for bolstering students’ autonomous vocabulary learning compared to their female counterparts. The reasons for this divergence were explored and linked to cultural factors, pedagogical beliefs, and personal learning experiences. These findings underscore the need for teachers, policymakers, and administrators to consider the complexity of gender-based influences when devising pedagogical strategies for enhancing vocabulary learning autonomy.

Empowering Learners With Autonomous Learning Strategies in EFL Classroom Through Extensive Reading Strategy Training

This study aimed to investigate the effects of extensive reading strategy training (ERST) on autonomous learning strategies (ALSs) that English language learners use in an EFL context. Sixty-one undergraduate first-year social science university students participated in the study. These samples were assigned to two modalities: a control group, which involved 31 students, and an experimental group, which involved 30 students. During the experiment, the participants in the control group took only the institute's regular communicative English language course, and the participants in the experimental group received ERST intervention in addition to the existing procedures of the communicative English language course. The intervention focused on extensive reading strategies training integrated with learner autonomy framework to induce them to work with ALSs. To conduct the study, the current researcher employed the concurrent triangulation design and collected the data within ten week-period via questionnaire and interview designed for comparable groups. By controlling for any pre-existing differences and analyzing the quantitative data, the current researcher employed one-way ANCOVA and analyzed the interview data thematically. Finally, the study reveals the potential of ERST for increasing ALSs used by EFL learners and affords practical guidelines to language teachers on how to incorporate ERST into EFL classrooms.

Strategies for Promoting Autonomous Learning

The significance of learner-centric and autonomous learning strategies has become important in outcome-based education philosophy. Autonomous learning in higher education is being implemented in a fragmented manner in many institutions by faculty members that are trained and untrained in designing and implementing autonomous learning. The provisions of NEP 2020 have encouraged academic leaders and faculty members to design and implement autonomous learning in higher and technical education for developing a wide spectrum of skills/competencies in students. The aim of the research was to ascertain the conditions under which autonomous learning takes place effectively and strategies to be used to promote autonomous learning in higher and technical education institutions. A framework for designing the strategies to promote autonomous learning is developed that is further detailed with specific strategies. 14 conditions and 45 strategies are ascertained to cultivate autonomous learning in a higher and technical education institution. Suggestions for effective implementation of the strategies are noted and further scope of work is stated.

Research on English Teaching in Higher Vocational Colleges based on Flipped Classroom Model

In higher vocational English teaching, flipped classroom, as an information-based teaching method, can achieve better classroom effects than traditional teaching methods. However, with the development of the times, today's flipped classroom teaching mode is also facing the problem of appropriate innovation. As a new cloud service platform represented by smart phones, cloud class can effectively support innovative flipped classroom and online teaching. Perfect the teaching behavior to construct active and effective teaching content, achieve the maximum effect within the unit teaching time, and cultivate students' effective English autonomous learning strategies and higher autonomous learning ability; Can teachers improve their level and ability to use micro-class to optimize and strengthen the content of the course, so as to improve students' English language quality and improve students' comprehensive ability to use English.

Autonomous Learning Strategies for Academic Speaking by English Education Department Students

Autonomous is the individual capacity to take responsibility for their own learning activities. Autonomous learning adapted learning method that learners use to obtain their own learning needs and goals, determine the most current learning method, and assess learning activity. This research aims at identifying students’ autonomous learning strategies in academic speaking class. There were 20 students from the English Education Department were involved to gather the data. This study employed a quantitative approach in order to get the data. The data were taken by using a questionnaire. The result shows that the general description of the students of the English Education Department at Universitas Muhammadiyah Sorong was not included a specific description of how the students employed the autonomous learning strategy for learning particularly in academic speaking. The researcher found two kinds of autonomous learning strategies which were metacognitive strategy and social mediation strategy.

The impact of satisfaction, and autonomous learning strategies use on scholastic achievement during Covid-19 confinement in Malaysia

The purpose of this study is twofold. Firstly, this study seeks to better understand students' learning experience, through scholastic achievement and secondly, this study analyses students' use of autonomous learning strategies, namely satisfaction, self-efficacy, social interactive engagement and study engagement in digital learning amidst the Covid-19 lockdown. While Malaysia grapples with a growing number of Covid-19 cases, the underlying toll of the pandemic has hit the youth hard with many mental health concerns and this has affected their learning. The nurturing of autonomous learning strategies especially during the Covid-19 confinement is critically needed to assist this vulnerable group. Although there is a plethora of studies given students' use of autonomous learning strategies towards scholastic achievement during the Covid-19 lockdown internationally, studies in the Asia region are still rudimentary. This study investigated 316 university students from targeted universities in Malaysia. Responses were gathered from an online survey. Data were analysed using Partial Least Squares-Structural Equation Modelling (PLS-SEM), a second-generation multivariate statistical approach to assess the outer model and inner model that displays the relationships between the constructs. The results of this case study reported that student interactive engagement (β = 0.348, t = 5.45) and study environment (β = 0.314, t = 4.81) have a significant impact on students' scholastic achievement during the lockdown. Remarkably, new insights are uncovered in this paper revealing no relationship between self-efficacy and satisfaction with students’ scholastic achievement. Possible explanations surrounding why satisfaction and self-efficacy were suppressed by the lockdown are discussed. The outcomes of this study provide key insights that may assist students to condition their minds to use autonomous learning strategies in digital learning to enhance their scholastic achievement.

LEARNER AUTONOMY IN ENGLISH LANGUAGE EDUCATION: VIETNAMESE EFL TEACHERS’ PERCEPTIONS AND CLASSROOM PRACTICES

Learner autonomy plays a vital role in self-enhancing language learning quality. Nevertheless, ESL\EFL teachers’ perceptions of learner autonomy and their teaching strategies for learner autonomy enhancement vary from one context to another. This study aimed to explore EFL teachers’ perceptions of learner autonomy and the use of teaching strategies to promote learner autonomy at high schools in a Province, Vietnam. The mixedmethods approach was employed in this study to collect data from a cohort of 106 high school teachers of English from 14 high schools who participated in the survey, and 20 of them were selected purposively for the individual interviews. The quantitative data were processed by the software SPSS, while the qualitative data were analysed using content analysis. The findings revealed that the participants had good understanding of learner autonomy in three aspects including decision-making ability, learner independence, and learning psychology, and they usually applied teaching strategies for the promotion of learner autonomy among their students relating to decision-making ability (e.g., making their own decisions and choosing learning materials), learner independence (e.g., developing their own study plans, identifying their own needs, delving into language concepts on their own, and recommending autonomous learning strategies for obtaining their own goals) and learning psychology (e.g., evaluating their own learning, reflecting on their own learning, and monitoring their progress).

Interactive Music Teaching Method Based on Big Data and Cloud Computing

With the development of contemporary technology and education, there are more and more innovative teaching methods that are helpful to the education and teaching procedure. Interactive teaching method is one of them. Interactive teaching is a teaching modus based on developed on the scaffolding teaching theory that attaches importance to the communication between teachers and learners. Its biggest goal is to develop learner-specific and specific autonomous learning strategies through the communication and collaboration between the teacher and the learner. The advanced nature and effectiveness of interactive teaching methods make it more and more widely used in education, such as in the field of music teaching. Music teaching is a kind of teaching that pays more attention to the communication between teachers and Teachees. This paper aims to study the interactive music teaching method based on BD and CC, that is to design an interactive music teaching method based on big data and cloud computing technology, and conduct practical application experiments on it. The experiment concluded that the interactive music teaching method based on BD and CC has made the students’ participation rate in music teaching classrooms reach 88%, and the excellent rate of in-class test scores has reached 90%.

Research on Autonomous Learning Strategies of Using Online Resources in Learning English under the Background of Double Reduction

Research on Autonomous Learning Strategies of Using Online Resources in Learning English under the Background of Double Reduction

A Preliminary Study on Learners’ Perception on Out of Class Autonomous Vocabulary Learning Strategies

The current study tries to explore learners’ perception of out of class autonomous vocabulary learning strategies. The respondents were from one tertiary institution in Malaysia from the Diploma in Plantation and Industrial Management program. Questionnaires were distributed via the google classroom platform to 30 students because of the covid 19 pandemic where classes were conducted online. Data gathered were analysed using descriptive analysis based on percentages. Online distance learning (ODL) has taken place during this pandemic. Findings show the three most preferred ways to find meanings of the unknown words outside of class time are checking the meanings of the words, reviewing the new learnt words and encouraging themselves to speak in English using the words. On the other hand, the least preferred strategy is going to the access center or library or consulting online sources. As the findings show, it is vital for learners to be autonomous since some courses will still be conducted on-line even when the cases of covid 19 reduce later. By being autonomous learners will not depend a lot on lecturers and activities conducted in the classroom as time spent in the classroom is limited.

Autonomous learning strategies: critical and creative thinking in primary education

The objective was to design a model of autonomous learning strategies aimed at developing critical and creative thinking in primary school students of Educational Institution No. 11239 Las Dunas Lambayeque - Peru. The research was of a primary propositional type, in which 58 students participated, who were administered a test on the development of critical and creative thinking. The instruments were validated by experts who agreed with a reliability coefficient of 0.80. The results regarding the level of development of critical and creative thinking indicate that 60.3% of the total are at the average level for critical thinking, and 65.5% are also at the intermediate level concerning creative thinking, which allows determining that the students participating in the research need to develop higher-order skills in different situations to make decisions and solve problems of daily life.