Development Of Learner Autonomy Research Articles

CHALLENGES IN BUILDING UP LEARNER AUTONOMY IN RUSSIAN UNIVERSITIES

The subject of the research is building up learner autonomy in vocationally-oriented language learning (VOLL) in Russian institutes of higher learning (IHL). In order to achieve this target, the authors made use of LMS MOODLE and worked out the stages that facilitate the process of learner autonomy formation. These include: the stage of self-diagnostics, cognitive and creative stage and that of evaluation and assessment. Throughout the course the students learn to set goals, make priorities and independent decisions. They become more motivated and focused on the individualization of the learning process, get particularly interested in their future profession and life-long learning, master the learning material much better and faster, get accustomed to acquiring innovative techniques and methods, developing different groups of skills which contribute to success in becoming mature and autonomous learners. The article analyzes the pedagogic conditions to be provided to help students get used to the new learning standards and environments. The authors believe that such pedagogic conditions as students’ high value of autonomous learning, students’ training to work independently in LMS MOODLE, teachers’ ability and motivation to implement MOODLE will help facilitate language learning and take full advantage of the LMS. Special emphasis in the article is placed on the notion of learner autonomy and the necessary groups of skills to develop learner autonomy. On the basis of the research which has been carried out for a number of years, the authors prove the fact that after completing the three above mentioned stages of the course, the IHL students tend to become more autonomous and independent learners who are better prepared and equipped to apply their new vision of the learning process to multiple areas of life.

The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan

ABSTRACT This paper attempts to investigate and compare two forms of learning logs using Google Sheets – individual and collaborative learning logs – and their effect on EFL university students’ development of learner autonomy over the course of a semester. Subjects were 62 EFL learners from an intact English elective course at a private university in Taiwan. Qualitative data were retrieved from semi-structured and focus-group interviews, log records, and class surveys. Results demonstrate learners’ use of metacognitive strategies in the logging process and the interplay between learner beliefs and their cognitive process as well as emotional intelligences. Benefits of social interaction were also revealed in the use of collaborative learning logs. Finally, problems encountered during the implementation are discussed with proposed solutions offered for researchers and teachers interested in replicating the study.

Developing Learner Autonomy via Choosing a Person’s Educational Pathway

Developing Learner Autonomy via Choosing a Person’s Educational Pathway

The Good, the Bad and the Unthinkable of Learner Autonomy in EFL


 
 
 This study assesses the relation between self-evaluation and the development of learner autonomy (LA) in English as a foreign language (EFL). Using action-research, the investigation included 22 first-year students taking an oral communication and listening comprehension course in English at the Universidad Nacional, Costa Rica. Data collection instruments included weekly plan sheets, student diaries, and student portfolios and were subject to several validity measures. Broadly, findings suggest a connection between self-evaluation and the promotion of LA in EFL in four areas: time management, self-awareness and goal-setting, sense of achievement, and skills integration.
 
 

Современные подходы к преподаванию в университете иностранного языка для специальных целей

ESP is one of traditional university courses for training various specialists in a number of directions, but the effectiveness of such course depends a lot on the particular curriculum which should be based on the context approach to education, communicative approach to teaching languages, ICT integration and CLIL. MOOCs have a great potential from the point of view of the content of the course, and they should be included in the curriculum. In general, the curriculum should contain 3 modules: Academic English, Business English, and Professional English, that should help learners form personal learning path as well as develop learner autonomy both in the classroom and online.

Teachers’ Conceptions of Assessment for Learning: What are the Implications for Children?

Abstract This paper describes a multi-case study which linked conceptions and practices of assessment for learning to developing learner autonomy within UK primary mathematics classrooms. The project explored the use of assessment for learning in mathematics lessons with Year 5 (9–10 years old) children and their teachers. Four cases were studied in depth to understand how conceptions and practices impacted upon autonomy and control for teachers and learners. A typology of assessment for learning in mathematics is proposed, along with what this might mean for both teachers and learners in terms of the balance between control and autonomy. One case in particular, that of teacher Alex, is highlighted as it exemplified the expert teacher through the conceptions and use of assessment for learning, which led to the children becoming expert learners of mathematics. The class ethos was one of value for personal autonomy. Responsibility and control of learning was a shared endeavour within a community of learners. Community in this respect was broadened to include the environment and resources within the classroom and so demonstrated learners working within an expert classroom. This article was developed from a paper first presented at the ICME 13 conference (O’Shea, 2016).

Fostering students’ autonomy in learning English in nonlinguistic university

The study aims to find out whether it is possible to foster students’ learner autonomy in the context of ESP language learning in non-linguistic universities by using a special approach. The experiment was carried out at National Aviation University in Ukraine with two groups of first-year students of electronics (experimental and control) in 2018-2019. Testings to determine students’ level of communicative competence in English and surveys to identify students’ level of learner autonomy development were conducted in September and May of the same year of education. The control group did not receive any special training, while in the experimental group were created special learning conditions. With the purpose to prepare students to accept responsibility for their learning, they were given the opportunities to choose educational materials; to set goals of their learning; to reflect the process and evaluate the results of learning, etc. Modern technologies were widely used as well as scaffolding (if necessary). According to the results of the experiment, it was stated that only a part of the most active students used the created conditions and gained experience in autonomous learning. The conclusion was made about creating such an environment. It is a challenge that is appropriate to realize to give an autonomous learning experience to aspiring students.

An Analysis of the Development of Learner Autonomy among EFL Learners through Language Learning Diaries in the Context of Punjab (Pakistan)

Learner autonomy refers to a state where a learner takes charge of the learning. The students in foreign language classrooms are still much relying on their teachers and take less responsibility for their own learning. The present study is quasi-experimental research that designed an autonomous learning program to develop autonomy among Pakistani foreign language learners. The study aimed at examining the development of autonomy among learners through analyzing their language learning diaries. The target population of the study was tertiary level students of Lahore, Punjab (Pakistan) and the sample was the tertiary level students of a public sector women university of Lahore. The autonomy development program was implemented as an intervention for 27 weeks. The data was collected through the language learning diaries during the program and was analyzed descriptively. The analyses of the student diaries revealed that the autonomy development program proved to be successful.

TEACHER TRAINEES’ JOURNEY TO DEVELOP LEARNER AUTONOMY

This study concerns the degree of autonomy in English Language Learning (ELL) amongst the ESL (English as a Second Language) teacher trainees in Sarawak. This is part of a larger study which aims to investigate the relationship between ESL teacher trainees’ self-rating in ELL and their degree of autonomy based on their perceived ELL. The Pedagogy-Andragogy-Heutagogy Continuum Framework is used to guide the study. Data were collected from questionnaire distributed to 259 ESL trainee teachers from four IPG (Teacher Training Institute) campuses in Sarawak. The data were analysed through descriptive analysis and correlation tests using SPSS version 22. The results revealed that the degree of autonomy of the ESL teacher trainees in ELL is high with significant but weak relationship between their self-rating with ELL and their degree of autonomy. This study adds to the limited data on the learner autonomy of ESL teacher trainees which should be addressed in the Malaysian Education Blueprint. We recommend that future education policy gives more attention in developing teacher trainees’ learner autonomy in order to ensure the alignment between second language teacher training and the development of 21st century learner skills as stated in the Malaysian Education Blueprint. 
 
 Keywords: ESL trainee teachers, learner autonomy, Malaysian education blueprint, second language teacher education, 21st century learner skills
 
 Cite as: Sarkawi, S., Sharatol Ahmad Shah, S., Senom, F., & Mohamad Nor, A. (2019). Teacher trainees’ journey to develop learner autonomy. Journal of Nusantara Studies, 4(2), 282-301. http://dx.doi.org/10.24200/jonus.vol4iss2pp282-301

Constraints to developing learner autonomy in Pakistan: university lecturers’ perspectives

The role of teachers in promoting learner autonomy has been the focus of second language acquisition researchers for more than a decade. This paper aimed at exploring perceived constraints in promoting learner autonomy, from the perspective of teachers. A sample of 16 university lecturers teaching communication skills in four public universities of Punjab was selected through purposive sampling. Following a qualitative approach, data were gathered through semistructured individual interviews which were later transcribed and analyzed thematically. Three major reported categories of constraints that emerged from the data were sociocultural, psychological, and institutional constraints. Sociocultural and psychological constraints were found to overlap and were linked in a complex way, where Pakistani culture was found ingrained in teachers’ and learners’ practices. Findings indicated that perceived barriers must be kept in mind while planning strategies to achieve learner autonomy in the classroom.

The Effect of Mobile Learning on Learner Autonomy : A Suggested Measurement Tool to Assess the Development of Learner Autonomy

The Effect of Mobile Learning on Learner Autonomy : A Suggested Measurement Tool to Assess the Development of Learner Autonomy

Promoting Learner Autonomy Through Cooperative Learning

Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey’s findings indicate that the group work helps to improve students’ learning attitude, interest and motivation. It also reveals that students’ language competence and awareness of using learning resources are improved. This article discusses plausible explanations for the survey findings and makes recommendations on the roles and knowledge that language teachers should play and have to facilitate the development of learner autonomy.

Book Review3: Phil Benson, ‘Teaching and researching autonomy in language learning’. (Harlow, UK, Longman/Pearson Education, 2011, 283 pages, 123 USD (Hardcover) ISBN-13: 978-1408205013

Phill Benson’s thought-provoking book, Teaching and researching autonomy, provides important views about teaching and researching regarding learner autonomy in (language) classrooms. This book has illuminated educational policy makers, curriculum developers, managers, teachers and various other professionals who are concerned about developing learner autonomy with core principles about learner autonomy, practices of (language) learner autonomy, and research areas about (language) learner autonomy. The book comprises four sections, each of which consists of several chapters. Additional information such as quotes and explanations, short synopses of relevant concepts, and bibliographies of the relevant scholars have also been portrayed in each chapter to enhance readers’ comprehension of the chapter.

LEARNER-DRIVEN ORAL ASSESSMENT CRITERIA FOR ENGLISH PRESENTATION

Learner-centred assessment has been widely propagated in learner-centred approach. However, learners are rarely given the opportunity to engineer their own assessment. Therefore, this study attempted to gauge (1) the functionality of learner-driven oral assessment criteria scaling structure and (2) the reliability of learner-assessors in applying their own assessment criteria during oral presentation. In this study, 11 participants from an electrical engineering group, which consists of one year programme matriculation students, participated in assessment criteria development. First, participants discussed suitable criteria and scaling structure in small groups. Secondly, each group presented their oral assessment criteria for peer feedback. Thirdly, participants discussed and finalised the oral assessment criteria for the class. Fourthly, to test the learner-driven assessment criteria, three speakers from the group volunteered to present their speech. While presenting, these speakers were assessed by their peers. Participants’ ratings and scores were later analysed using the Many-Facet Rasch Measurement (MFRM) software. Findings show that despite the criteria being developed by learners, the scaling structures were functioning usefully with the Rasch Threshold measure indicated more than 1.4 logits between assessment levels and the learner-assessor reliability was > 0.80. The significance of this study lies in raising awareness for improving learners’ oral presentation skills as well as developing learner autonomy. Keywords: Learner autonomy, learner-centred, oral skills, Rasch measurement. Cite as: Idris, M. & Abdul Raof, A. H. (2019). Learner-driven oral assessment criteria for English presentation. Journal of Nusantara Studies, 4(1), 365-383. http://dx.doi.org/10.24200/jonus.vol4iss1pp365-383

Customized L2 e-courses as a Shortcut to Developing Learner Autonomy and Lingua-Professional Competences of Students Majoring in Finance and Law

Senior Bachelor and Master Students in economic and law universities view English for Special Purposes (ESP) course as an essential component in developing both their linguistic and vocational competences. The paper argues that reliance on the use of e-shaped professionally-relevant materials is a shortcut to professional jargon acquisition and pre-employment immersion into future job realities. The existing shortage of published ESP textbooks for students of finance and law stipulates the necessity for the teachers to develop their own customized courses tailored for particular students’ needs. Embracing the opportunities provided by information technologies and custom-built e-courses composed of autonomous e-modules has helped to create a personalized virtual learning environment for ESP students of any learning profile or academic background. In addition, it has helped in responding to the challenging contemporary labor market demands. The paper hypothesizes the paramount importance of converting selected study materials into an interactive electronic format in order to better equip students of finance and law with linguistic and professional skills. A questionnaire related to the students’ perceptions on the e-course relevance on 5-point Likert-type scale was administered to 208 bachelor and master undergraduates in Finance. This was administered after the pilot introduction of a configurable e-course at the Faculty of Distance Education in Plekhanov Russian University of Economics (PRUE), Moscow, Russia. Thus, it was also administered to 67 bachelor and master students of law and finance of Yerevan Gladzor University (YGU), Armenia. The survey concludes that tailored e-training courses get a massive student support and serve as a springboard for boosting students’ lingua-professional development and enhancing learner autonomy. However, the findings also revealed that the participants of the study even in geographically remote universities, who have quite different cultural and multicultural specificities and prefer working with the printed out paper-based version of the interactive courses, significantly outnumber (83%) those who rely solely on e-learning format (34%). The results of the study are critical to e-courses developers, university IT and administrative staff, and it also provide trajectories for further research.

Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0

Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0

Basic factors of developing learner autonomy in foreign language education (with the main focus on Kazakhstan)

Basic factors of developing learner autonomy in foreign language education (with the main focus on Kazakhstan)

LEARNER AUTONOMY IN EFL/ESL CLASSROOMS IN BANGLADESH: TEACHERS’ PERCEPTIONS AND PRACTICES

Abstract:
 In recent years, there has been a growing recognition of language teaching being more and more communication oriented. The traditional classroom teaching is facing a big challenge and is gradually being replaced by learner-centered approaches putting learner as individual into the core of learning process. This means learner autonomy gets to be enhanced to meet the need of the new teaching mode. While a great deal of researches have been done on the concept and development of learner autonomy , limited studies have investigated the ways and means of classroom practices of teachers in fostering learner autonomy in tertiary level EFL/ESL classrooms in Bangladesh. This paper examines what teachers think about learner autonomy as well as the strategies they use to develop learners autonomy in a university setting using a qualitative approach. The findings revealed that although university teachers are acquainted with what learner autonomy means, there are some challenges of developing learner autonomy in the classroom due to a number of lacking, such as teacher’s preparation, students’ reluctant attitude, suitability for different disciplined students and class timing.

Fostering learner autonomy and critical reflection through digital video-journals in a university foreign language course

ABSTRACTMany studies have documented the benefits of incorporating reflective journals into foreign language education at university level, though the pedagogic tendency has been to utilise these valuable learning resources to enhance students’ written language skills. This study focuses on how the production of a digital reflective journal in video format can assist in the improvement of oral language abilities in tertiary students of Spanish as a foreign language. With spoken language as the driving vehicle for this assessment task, the course coordinator and educator in charge aimed to promote the development of learner autonomy and self-reflection. In addition, to foster students’ agency in this process, the task incorporated the use of modern digital technologies, which are part of the repertoire of communication channels used by today’s university language learners. Findings suggest that completing this self-reflection assessment task afforded creative teaching and learning experiences, and generated opportunities for learners to improve critical thinking skills, written language proficiency and oral communication. It also heightened their motivation to engage with language-related cultural knowledge, and minimised feelings of anxiety towards communicating verbally in a foreign language.

Data-Driven Learning: A Scaffolding Methodology for CLIL and LSP Teaching and Learning

When dealing with Language for Specific Purposes (LSP), teachers always have to confront with issues which are strictly linked to the specificities of the language of a given field. This is not only the case of language teachers, but it is also and particularly true for CLIL teachers in Italy, who are subject teachers sharing with language teachers some aspects of pupils’ language education. Corpus-based methodology in CLIL classes (the LSP learning environment par excellence) means to empower both teachers and students to develop competences in moving away from mere surface features of text to selecting and understanding meanings and structures. In doing so, they use texts with specific intentions, becoming familiar with tools such as corpora to compensate, for instance, the deficiencies of general dictionaries. Over 25 years ago Tim Johns advocated the learning-centered value of Data-driven Learning (DDL), calling “every student a Sherlock Holmes”. In fact, DDL good practices perfectly align with current theories and practices of SLA, namely the constructivist and learner-centered approaches to language acquisition. It underpins the mandate in contemporary communicative language instruction for the use of authentic language materials and for the development of metalinguistic knowledge and learner autonomy. The uses and benefits of corpora for language learning are widely reported in the literature, although there is still little field practice, in Italy at least. This paper is grounded in the discussion of DDL as a scaffolding method to support the language aspects of CLIL, and the role of data-driven materials in enhancing learning in general. A case study where DDL was successfully used in a vocational context will be presented. The reference corpus was based on oral and written productions by English native speakers, elicited from a picture specifically sketched for the activity (a hairdresser’s salon with multiple actions and objects). Both lexical items and syntactic structures were extracted by students who were confronted with the data and had to deal with different tasks for their analysis. Results were encouraging and students who were exposed to DDL engaged in an involving activity that considerably improved their language skills in their actual working practice.