Building on findings from these RCs, the book introduces collaborative learner autonomy (CLA) as a novel concept of learner autonomy for use in educational contexts in the MENA region.
Author: Soufiane Blidi
The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the context of English Language Teaching (ELT) at tertiary level in Oman, and in similar contexts in the Middle East and North Africa (MENA) region. This investigation presents learners’ positive perceptions of learner autonomy and their readiness to adopt related practices. Building on findings from these RCs, the book introduces collaborative learner autonomy (CLA) as a novel concept of learner autonomy for use in educational contexts in the MENA region. As a concept of gradual development of learner autonomy, the CLA represents a new dynamic learner autonomy development process consisting of individual, competitive, collaborative, and autonomous stages. The CLA advocated in the book emphasizes the constructive role of teachers and educational institutions can play with other stakeholders in developing autonomy in their learners. The book also suggests that it is a shared responsibility that students, teachers, educational establishments, families, society and the educational systems should assume in a spirit of partnership.
This book explores the relevance that second language research has for the secondary foreign language classroom.
Author: Ernesto Macaro
Publisher: Multilingual Matters
Category: Language Arts & Disciplines
This book explores the relevance that second language research has for the secondary foreign language classroom. It analyses the concept of teaching and learning exclusively through the target language. This concept is then related to two current pedagogical tendencies: peer collaboration and learner autonomy.
Similarly, God Krishna also advocated for learners' autonomy by convincing
Arjun to practice yoga so that Arjun knows Him in full to be ... Blidi (2017)
proposes the collaborative learner autonomy as a novice interpretation of learner
Author: Sarmila Pokhrel, PhD
Publisher: Cook Communication
To promote culture based learner autonomy in school education of Nepal is inevitable at present. This study conveys a meaningful initiation of learner autonomy from the side of the professional teachers by exploring their perceptions and practices based on their living experiences with an aim to promote learner autonomy in school education of Nepal. It depicts the clear picture of teachers schooling, their learning culture, learning interest and its reflection in the real classroom context. It disseminates information regarding context based post method pedagogy and enables teachers to apply in the classroom scenario. Also, it can be a valuable souvenir to the readers as it incorporates the experiences of Nepalese teachers who belong to diverse caste, cultures, gender, geography, religion through the letter writing and poetic genres. This study is based on interpretive inquiry that presents the picture of teachers’ perceptions on learner autonomy, their practices and its promotion in the real classroom context of school education. The scarcity of autonomy friendly facilities, and learning environment hinders the concept of learning culture: ‘teach to learn and learn to teach’. Teaching by learning culture is a familiar schema in modern education system of Nepal. It relays on the professionalism of the teachers to promote autonomy friendly environment in school. Teachers self motivation, teaching learning culture, personal interest, their dedication and professionalism are considered crucial components to promote learner autonomy in Nepalese cultural context. This study facilitates the constructive practitioners who are dedicated to practice learner autonomy to their own cultural context and address learners needs. It provides context based teaching pedagogy to the innovative teachers. It requires the ability of the teachers to assimilate local cosmology with the global and apply learner friendly post method pedagogies to ensure learner autonomy. With the insights of the classroom practitioners and their lived experiences, it ventures the value of culture for autonomous learning.
Some of the contributions argue for the emergence of actual new forms of autonomy, others consider that this is merely a case of "old wine in new bottles".
Author: Marco Cappellini
The advent of networked digital technologies, in enabling language learners to collaborate and create content online, has given rise to new ways in which learners are able to express their autonomy. Learner Autonomy and Web 2.0 explores tensions between the "classical" definitions of learner autonomy and the learning dynamics observed in specific online contexts. Some of the contributions argue for the emergence of actual new forms of autonomy, others consider that this is merely a case of "old wine in new bottles." In this volume, autonomy is seen as emerging and developing in a complex relationship with L2 proficiency and other competencies. The volume takes an expansive view of what is meant by Web 2.0 and, as a result, a wide diversity of environments is featured, ranging from adaptive learning systems, through mobile apps, to social networking sites and - almost inevitably - MOOCs. Paradoxically, autonomy is seen to flourish in some quite restricted contexts, while in less constrained environments learners experience difficulty in dealing with a requirement to self-regulate. Individual chapters run the gamut of age groups, learning activities and online environments. The stage for all of them is set by an exchange in which David Little and Steve Thorne discuss the evolution of the concept of language learner autonomy, from its origins in the era of self-access resource centres to its more recent instantiations in online (and offline) learning communities. Subsequent contributors include an exploration how autonomy can be exercised even within the constraints of adaptive learning systems, a discussion of the metacognitive operations engaged in by autonomous adult learners in a French/Australian teletandem exchange, a look at an ecological paradigm of autonomy to conceptualise its emergence in relation to the use of mobile apps by primary- and secondary-level language learners in Canada, a study of how learner autonomy with a markedly social and empathic dimension drives collaboration in a Facebook-based collaborative writing project, a study of the autonomy stances adopted by different groups of learners using the Busuu online language exchange platform, an analysis of the difficulties encountered by a group of trainee language teachers in engaging with a range of language MOOCs and finally a study of how autonomy is experienced by advanced learners of English with a preference for online informal learning based on gaming and streamed video.
This study has analysed the use of a wiki and forum for a group task for
developing learner autonomy and language skills, but how could ... Theoretical
and practical issues in the collaborative learner autonomy in a virtual self-access
Author: Ruth Breeze
As English gains prominence as the language of higher education across the world, many institutions and lecturers are becoming increasingly concerned with the implications of this trend for the quality of university teaching and learning. With an innovative approach in both theme and scope, this book addresses four major competencies that are essential to ensure the effectiveness of English-medium higher education: creativity, critical thinking, autonomy and motivation. It offers an integrated perspective, both theoretical and practical, which defines these competences from different angles within ELT and Applied Linguistics, while also exploring their points of contact and applications to classroom routines. This approach is intended to provide practical guidance and inspiration, in the form of pedagogical proposals, examples of teaching practice and cutting-edge research by scholars and university teachers from all over the world. To that end, a leading specialist in the field introduces each of the four competencies, explaining concepts accessibly and synthetically, exposing false myths, presenting an updated state of the art, and opening windows for future studies. These introductions are followed by practitioner chapters written by teachers and scholars from different cultures and university contexts, who reflect on their experience and/or research and share effective procedures and suggestions for the university class with English as a vehicle for instruction.
The facilitating effect of collaboration on learners' development of autonomy in
learning is best reflected in the term “intersubjective collaborative autonomy,”
which was defined by Ding (2005, p. 41) as “a version of autonomy that not only ...
Author: Zou, Bin
Publisher: IGI Global
Educational technologies continue to advance the ways in which we teach and learn. As these technologies continue to improve our communication with one another, computer-assisted foreign language learning has provided a more efficient way of communication between different languages. Computer-Assisted Foreign Language Teaching and Learning: Technological Advances highlights new research and an original framework that brings together foreign language teaching, experiments and testing practices that utilize the most recent and widely used e-learning resources. This comprehensive collection of research will offer linguistic scholars, language teachers, students, and policymakers a better understanding of the importance and influence of e-learning in second language acquisition.
This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL).
Author: Klaus Schwienhorst
This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.
Category: Computer-assisted instruction
and. Learner. Autonomy: The. Caseof. theCARTAProgram. Hideo Kojima In
recentyears, thegovernment of Japanhas ... The previous chapter by Fraser (this
book) presents a good example of communicative, cooperative EFL learning
Author: Kay Irie
Realizing Autonomy: Practice and Reflection in Language Education Contexts presents critical practitioner research into innovative approaches to language learner autonomy. Writing about experiences in a range of widely differing contexts, the authors offer fresh insights and perspectives on the challenges and contradictions of learner autonomy.
The seven chapters of this book define and respond to some of the challenges that we currently face in the field of autonomy: integrating & evaluating self-directed learning into the curriculum, teacher autonomy, etc.
Author: Phil Benson
Category: Language and languages
The seven chapters of this book define and respond to some of the challenges that we currently face in the field of autonomy: integrating & evaluating self-directed learning into the curriculum, teacher autonomy, etc. Suitable for self-study, and developing teaching methods.
Changes in Learners ' Roles Changes in the Learner ' s Role From Passive
Learner Active Learner The learner ' s role will ... Learner Autonomous Learner
learner to becoming an active Solitary Learner Collaborative Learner learner and
Author: Asian Development Bank Institute
Category: Education and state
Collaborative Strategies for Narrative Structure , Chpt in SECOND LANGUAGE
PRACTICE : CLASSROOM STRATEGIES FOR DEVELOPING ... Focus is on such
broad - based goals as learner autonomy , independence , & maturity .
Category: Language and languages
RECOMMENDATIONS Ideas like learner autonomy and collaborative learning
have come to us from the Western countries and before we blindly adopt those
we have to understand that we do not stand on the same platform . Our learners
Examples of different documents learners could collaborate on and revise
include images , audio , video , PDF files ... the instructional strategies prescribed
by generative and intentional learning - namely , learner autonomy ,
Author: Gerry Stahl
Category: Computer-assisted instruction
All in all, the volume is most attractive to those interested in the emerging field of mobile-assisted learning in general, and its potential for foreign language teaching and learning in particular.
Author: Javier E. Díaz Vera
Left to My Own Devices: Learner Autonomy and Mobile-Assisted Language Learning is the result of five years of intensive dedication to teaching innovation and curriculum development. The book offers a series of studies exploring how mobile technologies in particular, and mobile learning in general, may be used for second language teaching and learning in a wide variety of environments. Although a strong emphasis is laid on issues to do with autonomy and independence in second language acquisition, the volume also examines the connections and interrelations of mobile learning and second language teaching and learning process on the whole, as well as the process of adoption of new, mobile technologies as teaching tools in various communities across the globe. The volume is targeted at a broad spectrum of readers including academics in the field of e-learning, online learning, and ICT-based learning, with an interest in exploring the possibilities of mobile-assisted learning and the new developments of ICT - in particular, portable devices - for the foreign language classroom. The volume will also be of interest to e-learning practitioners, course designers, resource centers managers, educators - on different levels - and foreign language instructors and trainers alike. All in all, the volume is most attractive to those interested in the emerging field of mobile-assisted learning in general, and its potential for foreign language teaching and learning in particular.
Holec (1979) defines an autonomous learner as someone who is “capable of
taking charge of his own learning . ... Computermediated collaborative learning,
like other modes, requires autonomy in learners which can make their
Category: Computational linguistics
This paper presents the findings from a qualitative study on collaborative CALL design and implementation carried out with two groups of postgraduate language-teacher trainees who designed and piloted nine virtual language resource centres ...
Author: Liliana Cuesta Medina
This paper presents the findings from a qualitative study on collaborative CALL design and implementation carried out with two groups of postgraduate language-teacher trainees who designed and piloted nine virtual language resource centres (VLRC) at 16 educational institutions of different levels and contents for an academic year. The project was conceived with the collaborative nature of online environments and the design principles of Paquette (2002) in mind. Data analysis revealed that both teacher trainees and their learners understood VLRCs as supporting the development of learner autonomy through the use of Web 2.0 technologies, various scaffolding agents, and instruction in learner strategies. The design of the VLRCs helped learners engage in collaborative projects related to their contexts and needs to achieve their learning objectives. However, some learners experienced technology-generated anxiety, which limited their usage of the VRLCs, as well as their engagement with and achievement in the collaborative activities planned. Likewise, some trainees experienced technostress stemming from lack of expertise with learning management systems (LMSs) and design of learning objects. Various possibilities for improving the design and implementation of VLRCs are recommended, such as including ICT training tutorials and activities that cater activities appropriate to a broader variety of learning styles and language skills. An appendix includes a list of virtual language resource centres. [For full proceedings, see ED565087.].
topic of globalization; fostering collaborative learning and promoting learner
autonomy. The final aim was to be achieved inter alia through student
engagement with the LOLIPOPELP, an aspect on which this chapter will focus.
Although due to ...
Author: Barbara Geraghty
Publisher: Bloomsbury Publishing
Category: Language Arts & Disciplines
At the heart of this volume lies an exploration of what actually happens to languages and their users when cultures come into contact. What actions do supra-national institutions, nation states, communities and individuals take in response to questions raised by the increasingly diverse forms of migration experienced in a globalized world? The volume reveals the profound impact that decisions made at national and international level can have on the lives of the individual migrant, language student, or speech community. Equally, it evaluates the broader ramifications of actions taken by migrant communities and individual language learners around issues of language learning, language maintenance and intercultural contact. Reflecting Jan Blommaert's assertion that in a world shaped by globalization, what is needed is 'a theory of language in society... of changing language in a changing society', this volume argues that researchers must increasingly seek diverse methodological approaches if they are to do justice to the diversity of experience and response they encounter.
There are many different paths that can be followed in developing learner
autonomy in language learning . Here , I ... Such active , collaborative learnership
would , I believed , provide them with critical tools for nurturing life - long learning
Author: Andrew Barfield
Publisher: Palgrave MacMillan
Presents a collection of research projects and their findings that explore autonomy in language education.
This work explores how to make sense of autonomy in language learning.
Author: Richard Pemberton
Publisher: Hong Kong University Press
Category: Language Arts & Disciplines
This work explores how to make sense of autonomy in language learning. It also looks at controlling learning, learner autonomy in a mainstream writing course, reflective lesson planning, autonomy and control in curriculum development, and much more.