Autonomy In English Learning Research Articles

Project-based learning: Does it improve students’ ICT literacy skills and English learning autonomy?

This study aims to investigate and disclose the integration of project-based learning in promoting high school students' ICT literacy and English learning autonomy in Ruteng, Indonesia. This study surveyed 595 students from six senior high schools in Ruteng City. The questionnaire and interview served as the primary instruments for data collection, followed by quantitative and qualitative examination of the results using Jeffreys' Amazing Statistics Program. The results of the study indicate that the level of ICT literacy among the students falls in the medium category (3.5), and English learning autonomy was included in the medium category (3.32). Sixteen statements of ICT literacy competence indicated the category of ICT literacy competence, while ten items indicated English learning autonomy. In addition, five factors challenged the respondents' achievement of ICT literacy, namely, lack of enthusiasm and initiative of students regarding digital media literacy (61.59%), lack of cost of purchasing Internet data packages (71.20%), insufficient time allocated for using specific English learning software (59.48%), unstable Internet network connectivity (58.27%), and lack of available ICT infrastructure in schools (58.33%). Various issues hinder the level at which students could acquire ICT skills, and stakeholders are encouraged to address or overcome these obstacles.

English learning autonomy among vocational college students in China: based on the three-aspect model

English learning autonomy among vocational college students in China: based on the three-aspect model

English-majored Students’ Perceptions of Their Autonomy in English Language Learning

Learner autonomy is not a new concept in education as it is one of the important goals set for students in any language curriculum, especially when most universities in Vietnam employ a credit-based system that requires students to take more responsibility for their learning. The ability to learn autonomously is considered to be an indispensable and important attribute of a successful language learner. This mixed-method study, hence, aimed to explore English-majored students' perceptions of their responsibilities and identify the key factors influencing their autonomy in English learning. The analysis of the quantitative data revealed that the majority of students perceive themselves as autonomous learners, demonstrating a willingness to take responsibility for their English language learning both inside and outside of the classroom. Besides, the findings reveal that various factors influence autonomous English learning, including a lack of motivation, a lack of learning strategies, and laziness. Some possible solutions suggested through the semi-structured interview involve improving self-regulating skills, strengthening student-student and student-teacher interactions, and getting more support from university officials and others in society. Finally, there were pedagogical implications for developing learner autonomy during the process of English teaching and learning.

Secondary School Students' Readiness for Autonomous English Learning in West Java

Autonomous English learning grows student’s ability to take responsibility for their own English learning process. The level of student’s awareness of learning English independently is still uneven. Some students’ are ready to learn English independently, whereas others still depend too much on the role of an EFL teacher. Regarding this condition, the study was interested in discovering the secondary school students’ readiness for autonomous English learning in West Java. This study used a quantitative research methodology and a survey as the research tool. Secondary school students from various West Javan schools participated in this study. The data was gathered through a questionnaire. The findings revealed that the students believed that teachers are in charge of almost every aspect of the English learning process. Further, most students are ready enough to learn English independently. Also, students’ have a plan for learning English based on their willingness. The result indicated the teacher had to start applying learning autonomy and encouraging student autonomy in English learning.

混合式教学模式下大学生英语学习自主性探究

混合式教学模式下大学生英语学习自主性探究

THE EFFECTS OF TEACHING OF TRANSFORMATIVE LEARNING ON UNIVERSITY STUDENTS’ ENGLISH LEARNING AUTONOMY IN CHINA

This study aims to study the effects of implementing the Teaching of Transformative Learning (TTL) on non-English major students’ English Learning Autonomy (ELA) specifically in an English reading course at a university in China. The main features of TTL were embodied in the critical reflection and the rational discourse on the basis on equal and friendly classroom atmosphere. The study utilized a questionnaire on learning autonomy as its research method to collect data from 116 students in the experimental class. Twenty-three items in the questionnaire investigated five aspects of the students’ ELA. The means of the post-test and pretest of the experimental class students’ ELA revealed a significant difference in the TTL. It indicated that the TTL had a good effect on improving the university students’ ELA in the present study. The study hopes to provide a beneficial reference for other scholars who are interested in improving students’ learning autonomy in their teaching practice.

English Translation Ability for Cultivation Mode Based on Multimodal Auxiliary Scaffolding Teaching Method.

English learning occupies a very important position in college students' learning, and English translating is a skill that must be mastered to learn English, and translating can be used to measure the comprehensive level of college students' English learning. However, surveys show that English translation is still a difficult part of the English learning process for college students. Traditional translation teaching only focuses on the result and ignores the process; the classroom atmosphere is dull; students are not highly motivated to write; and students' knowledge of translating and its skills are lacking. Therefore, translating teaching should combine results and process and explore teaching methods that can improve students' interest and translating ability. In this paper, scaffolded teaching is the main teaching method, and multimodal teaching is used to support scaffolded teaching in college English translating teaching. This study provides experimental support for the interactive group teaching method. It also provides a feasible teaching method option for college English teachers to implement student-centered teaching practices and helps college English teachers transition from the traditional teacher-oriented indoctrination classroom teaching method to a student-centered teaching method that combines English skill development and skill application. In addition, students in the experimental group were equipped with the ability to self-correct and spontaneously improve on problems that occurred in their language. This study finds that in the group interactive cooperative teaching method, the teacher's heuristic teaching with questions to promote answers can effectively improve college students' intrinsic motivation to learn English; students' cooperative exploration of the questions raised by the teacher in the group is conducive to cultivating students' autonomy in English learning; in the teaching activities, the use of teaching materials to train students' skills instead of sentence-by-sentence translation and grammatical analysis of sentence structures can help students master At the same time, the interactive and cooperative group teaching method, which involves students in learning through group activities, can effectively improve students' English performance.

Research on Minority College Students’ Engagement in English Learning

This paper studies the relationship between minority college students’ English learning autonomy, English learning self-efficacy and English learning engagement, based on attribution theory and social cognitive theory. A questionnaire was first conducted on 570 ethnic minority non-English major college students in Yunnan province, Guizhou province, and Sichuan province, China. Then, statistical software is used to make regression analysis on the relationship between variables. Research results show that English learning autonomy has a significant positive impact on English learning engagement; English learning autonomy has a significant positive impact on English learning self-efficacy; English learning self-efficacy has a significant positive impact on English learning engagement; English learning self-efficacy has a partial mediating role in English learning autonomy and English learning engagement. Finally, some strategies are proposed to improve English learning engagement from motivation-driven perspective, involving learning evaluation, learning resources and learning guidance.

OTONOMI PEMBELAJARAN BAHASA INGGRIS KAMPUS MERDEKA – MERDEKA BELAJAR

Kampus Merdeka – Merdeka Belajar (freedom to learn) is a new learning program designed by the Indonesian Minister of Education and Culture as a response toward the Industrial Revolution 4.0. Through this way, the graduates are able to be inovative, creative, autonomous, and competitive. Beside hard working, the next religious teacher and chatecists also expected to be literate and fluent in English, since it was established as international, business, and technological language. This paper aims to analyze English learning autonomy in term of learning methods toward religious teacher and chatecists. The writer uses analytical approach to analyze topic of discussion. Some datas and references used to find out what will we do as a lecturer in English learning process toward religious teacher and cathecists through freedom to learn.

An Investigation of Responsibility and Learner Autonomy in a Sino-British EAP Program in China

Learner autonomy has become a universally acknowledged benign notion and exercised in all levels of education, especially in tertiary settings, although some doubts have been cast on its suitability in teacher-dependent contexts. Learner autonomy entails capacity to take on responsibility for ones’ own learning. This study aims to investigate students’ perceptions of their own responsibility and their teachers’, and then evaluate students’ autonomy in English learning in an EAP curriculum in a Sino-British university in China. To these aims, a 30-item questionnaire was compiled to administer to 276 year 1 and year 2 students, and T-test and one-way ANOVA were used to analyze the data. It was found that students in this Sino-British context perceived themselves to assume more responsibility for their own learning compared to their Chinese counterparts, but teachers had more responsibility to stimulate their learning inside the classroom. The degree of autonomy increased accordingly by students’ language proficiency level. Female students assumed more responsibility than male students while the latter were more autonomous than the former. Although students had a good understanding of course aims, they had low awareness of setting goals and plans. These findings have implications for promoting autonomy in tertiary settings in this specific context, as well as in other tertiary settings.

Fostering student autonomy in English learning through creations in a 3D virtual world

The importance of learner autonomy has been researched for at least two decades. However, it has been critiqued that most research mainly focused on theoretical explanations and was based on anecdotal evidence (Dalgarno and Lee in Br J Educ Technol 41(1):10–32, 2010; Hew and Brush in Educ Technol Res Dev 55(3):223–252, 2007). Therefore, this study aims to explore how learner autonomy is influenced by new technologies (a 3D virtual learning platform: Build & Show, BS and (2) an analysis of the students’ self-assessment of learner autonomy supported with the qualitative data. Based on these results, the possible approaches to improving learner autonomy in a 3D virtual world have been discussed.

Research on Web-based Autonomous English Learning of Engineering Students

With the development of computer and internet technology, web-based autonomous learning is increasingly becoming an essential element in the learning process for college students. Web-based autonomous learning, based on humanism and constructivism, has combined autonomous learning and internet technology, and opened up a new path to college English learning. Mastering English is even more important for engineering students whose native language is not English, as many engineering graduates encounter difficulties in their English-related work. Most scientific papers or journals globally are written in English. Most engineering graphs are also marked in English. To prepare engineering students for their future careers and life-long study, research is conducted in this paper to investigate the current situation of web-based autonomous English learning of engineering students in particular and current problems in their process of learning. Based on research findings, possible solutions and suggestions are proposed to solve the problems and improve students’ autonomy in English learning.

Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School

English learning autonomy and language learning strategies are key dimensionsin learners’ English performance. However, empirical research findings concerning the relationships of learner autonomy and learning strategies are still translucent in Taiwan. There are 130 ninth graders from a junior high school in central Taiwan participating to determine: (1) the language learning strategies they preferred; (2) their level of English learning autonomy; and (3) the relationship between English learning autonomy and language learning strategies. The results of the quantitative research method show that participants in this study had a medium level of English learning autonomy and an infrequent use of language learning strategies.Junior high school learners tend to use memory strategiesmost frequently and affective strategies least frequently. Students seldom participated in English related activities after school. In addition, a correlation was found between learners’ learning autonomy levels and the use of language learning strategies. Practical suggestions are offered for teachers in order to help junior high students become autonomous learners in the field of language learning.

A Study on Pre-Service Primary Teacher Younghee’s and Jiia’s Autonomy in English Learning

A Study on Pre-Service Primary Teacher Younghee’s and Jiia’s Autonomy in English Learning

Empirical Study on the Effectiveness of Network-based College English Teaching Mode

In order to study the effectiveness of the network-based college English teaching mode, the paper firstly introduces the application background, its main features and theoretical basis. Then, an investigation via questionnaires was made to the two experiment classes and studentsâ?? achievement test scores were compared between the two experiment classes and the control class. By analyzing the findings and comparing the achievement test scores, a conclusion was arrived that the students in the experiment classes benefits by developing an autonomy in English learning, getting highly motivated , becoming more independent of teachers and, more importantly, their comprehensive abilities were more enhanced , particularly in listening ,speaking, reading and writing, while, on the other hand, teachers are still an important factor, acting its new role by designing the courseware, administrating studentsâ?? autonomous learning, facilitating the learning process ,organizing the cooperative learning activities and giving instructions on using the network resources and learning strategies.

Autonomy in English learning and its relationship with independent works assigned to students

The objective is to analyze the influence of learning practices and inde­pendent assignments, on the development of the autonomy of the students of the English basic cycle of the Modern Languages program. Descriptive and correlational investigation was used, which by means of quantitati­ve and qualitative interpretation of data relates the variables in the study, to determine its influence on the development of autonomy in students. Though some of them (25%) are autonomous, the rest do not reach this characteristic, due to little control exercised on their learning processes and because the tasks that are assigned to them do not help in the develo­pment of autonomy. The conclusion is that the strengths found in relation to the motivation of the students, their satisfaction with the program and their interest in ICT, are factors that if promoted, would contribute to the development of autonomy, work that has already begun and is commented on at the end of this article.
 Recieved 07-01-2010/ Accepted: 02-10-2010
 How to reference this article:
 Cabrales Vargas, M., Cáceres Cabrales, J. A. & Feria Marrugo, I. M. (2010). La autonomía en el aprendizaje del inglés y su relación con los trabajos independientes asignados a los estudiantes. Íkala, 15(3), 119 – 150.