scholarly journals The Impact of Teacher Training for Autonomous Learning

2012 ◽  
pp. 215-236 ◽  
Author(s):  
Martha Armida Fabela-Cárdenas
Keyword(s):  
Teacher Training ◽  
Language Learning ◽  
Q Methodology ◽  
Learner Autonomy ◽  
State University ◽  
Learner Centeredness ◽  
Role Of Teachers ◽  
Teachers Attitudes ◽  
The Impact

This article focuses on teacher attitudes towards learner autonomy and discusses whether teachers’ attitudes change through teacher training. The study was carried out with teachers working in different self-access centres within the State University of Nuevo Leon, Mexico (UANL). The aim of the study was to report any changes in teachers’ opinions and beliefs on issues after a teacher training course. These issues range from teacher-centeredness, learner-centeredness, learner autonomy, work in the SAC, views on language learning, the role of teachers, the role of learners, views on local culture, and on motivation. The study was carried out using Q Methodology.

Technology, Motivation and Autonomy, and Teacher Psychology in Language Learning: Exploring the Myths and Possibilities

2019 ◽  
Vol 39 ◽  
pp. 40-51 ◽  
Author(s):  
Glenn Stockwell ◽  
Hayo Reinders
Keyword(s):  
Language Learning ◽  
Technology Implementation ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Learner Motivation ◽  
Autonomous Behavior ◽  
Role Of Teachers ◽  
Impact Of Technology ◽  
The Impact

AbstractThe expectations of the impact of technology for language teaching and learning have often exceeded the actual results themselves, where emerging technologies are often believed to be more effective than existing ones simply because they are newer, with little consideration of the differences in associated pedagogies (see Bax, 2003; Levy & Stockwell, 2006). Technology is often believed to be inherently motivating for students and linked to the development of autonomy. The realities of technology and its influence on motivation are proving to be somewhat more complex than perceived for both language teachers and learners (Stockwell, 2013). Technology can provide opportunities for motivated learners but is unlikely to lead to motivation or autonomous behavior in many learners unless appropriate pedagogies are applied that capitalize on the affordances of the technologies and include sufficient training in how to use the technologies for language learning purposes (see Reinders, 2018a). At the same time, the role of teachers in the classroom and their attitudes toward their environment and the pressures that they face (Mercer & Kostoulas, 2018) can also impact technology implementation. This article brings together these three interrelated areas and explores how they link to technology: learner motivation and autonomy, teacher psychology, and pedagogical considerations.

scholarly journals Language Learning Through Drama

2018 ◽  
Vol 10 (4) ◽  
pp. 376-380
Author(s):  
Nuriye Değirmenci Uysal ◽  
Fatih Yavuz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Review Of The Literature ◽  
Language Classroom ◽  
Teachers And Students ◽  
Role Of Teachers ◽  
The Impact

This study presents a review of the literature regarding the impact of drama on dimensions of second/ foreign language learning. The paper first discusses the importance of integrating drama into the second/ foreign language learning process and the role of teachers and students in the learning process. Then, after introducing the pedagogical and linguistic aspects of using drama techniques in the language classroom in a broader perspective, it focuses on the drama-oriented verbal and nonverbal exercises. Next, the paper reviews the studies on the language learning through drama, and concludes that using drama in language teaching would facilitate emotional and social development in addition to language development of students while it points out that the number of studies on the issue is limited. 

Using an Advising Tool to Help Students Go Beyond “Just Learning”

Relay Journal ◽  
2020 ◽  
pp. 221-228
Author(s):  
Dominique Vola Ambinintsoa
Keyword(s):  
Language Learning ◽  
Learner Autonomy

The role of a learning advisor (LA) in a self-access centre (SAC) is to help learners develop their learner autonomy (Carson & Mynard, 2012), defined as “the capacity to control over [their] learning” (Benson, 2011, p. 2). To develop such a capacity, learners need to be aware of their learning. With the aim to help learners, a learning advisor uses different advising strategies and advising tools. However, for a novice learning advisor, it is not always obvious to introduce an advising tool to a student. In this article, I describe how I, a novice learning advisor, used an advising tool, called the Wheel of Language Learning (WLL) with a student in her first advising session with me, and how it impacted her perspectives on her learning. In the end, I give some implications for future advising sessions.

scholarly journals Listening to the learner voice: The ever changing landscape of technology use for language students

ReCALL ◽  
2008 ◽  
Vol 20 (2) ◽  
pp. 124-140 ◽  
Author(s):  
Gráinne Conole
Keyword(s):  
Web 2.0 ◽  
Technology Use ◽  
New Technologies ◽  
Learning Activities ◽  
Social Dimensions ◽  
Web 2.0 Technologies ◽  
Role Of Teachers ◽  
The Impact ◽  
Support Students

AbstractWhat does learning in today's technology-enhanced environment mean? Is learning as an activity fundamentally changing as a result of the opportunities offered by new technologies and tools? How are the new communicative channels and increased social dimensions possible through Web 2.0 technologies impacting on the way students work and learn? And what does this mean for the role of teachers and institutions in terms of how they support students? This paper considers these questions and reports on findings from current research evaluating how students are actually using technologies and what this research tells us about the ways in which patterns of learning might be changing. It will consider the implications for individual teachers (in terms of designing and supporting learning activities for students) and institutions in terms of the impact on policy and the associated infrastructure needed to provide an appropriate environment that maximises the potential offered by new technologies.

scholarly journals How Will the Use of Technology in Translation and Testing Affect Language Learning?

2014 ◽  
Vol 8 (1) ◽  
pp. 22 ◽  
Author(s):  
David Michael Bourne
Keyword(s):  
Language Learning ◽  
Language Proficiency ◽  
Educational Institutions ◽  
Human Element ◽  
Use Of Technology ◽  
The One ◽  
Impact Of Technology ◽  
Age Range ◽  
The Impact

Technology has an ever increasing impact on how we work and live. Article adressed the issue of the impact of technology in two key areas of language learning. On the one side learners increasingly used technology to translate. Given this trend, was there any real need to learn a language. On the other side, educational institutions increasingly used technology to rate language proficiency. Given this trend, would the work of the teacher become less and less important. The survey was conducted by using quantitative method. The respondents’ age range was 18-25. There were 53 respondents, 35% were male and 65% were female. The instrument was a questionaire having 9 questions describing the students’ reliance on computer in translation. It can be concluded that learners of English indicate that they accept and welcome the role of technology in language learning, but there is a doubt that the role and participation of humans in the learning process will be completely replaced. The human element remains an important ingredient. (EE)

Learner Autonomy as Discourse: The Role of the Target Language

10.47908/9/1 ◽  
2013 ◽  
pp. 13-29
Author(s):  
David Little
Keyword(s):  
Language Learning ◽  
Learning Environments ◽  
Learner Autonomy ◽  
Language Learner ◽  
Theory And Practice ◽  
Target Language ◽  
Language Discourse ◽  
Development Of Language ◽  
Number Of Publications

In a number of publications (e.g., Little 2001, 2004, 2007) I have argued that the exercise and development of language learner autonomy depend on the operationalization of three interacting principles: learner involvement, learner reflection, and target language use. In this article I explore the theory and practice of language learner autonomy from the perspective of the third of these principles. I argue that the most successful language learning environments are those in which, from the beginning, the target language is the principal channel through which the learners’ agency flows: the communicative and metacognitive medium through which, individually and collaboratively, they plan, execute, monitor and evaluate their own learning. I describe in some detail the communicative and metacognitive dynamic that shapes target language discourse in the autonomy classroom at lower secondary level before suggesting ways of creating the same dynamic in other contexts of formal language learning. I conclude by briefly considering the implications of my argument for empirical research.

scholarly journals Absorbed Expectations About English Study of Adolescent Japanese Students: Insights to the Ought-to L2 Self

2015 ◽  
Vol 39 (5) ◽  
pp. 3 ◽  
Author(s):  
Richard Sampson
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Possible Selves ◽  
First Grade ◽  
L2 Motivational Self System ◽  
Language Learning Motivation ◽  
One Year ◽  
The Impact ◽  
Self System

Dörnyei’s (2009) L2 Motivational Self System draws the notion of possible selves into understanding language learning motivation. Whilst one element of this system involves language learners’ perceptions of expectations from significant others, research has revealed inconsistent conclusions as to the role of these influences on motivation. Moreover, little research has uncovered a picture of the qualities of such absorbed expectations. This paper presents part of a qualitative study into the contextualized motivation of one class group of first-grade Japanese kosen students. Emergent from data collected over one year, the results reveal that these students held detailed, often conflicting perceptions of expectations absorbed from various sources in their social environment. The results suggest that further research is necessary to explore the development of such perceived expectations with students and to investigate the impact on motivation of conflicting detail in expectations. Dörnyei (2009)のL2 Motivational Self Systemは、第2言語学習者の動機を理解するためにpossible self概念を用いている。 第2言語学習者が感じる「他人の期待」が動機付けになるというのがこのシステムの一部だが、その動機への影響に関して今までの研究結果は一貫性に欠けている。その上、第2言語学習者が感じる「他人の期待」の質に関する研究も少ない。本論は、ある工業高等専門学校１年の学生の動機を質的に調べる研究の一部である。1年間に収集したデータの分析により、学生が社会環境の様々な情報源から得た、詳細だが時には矛盾する期待を感じていたという結果が導き出された。第2言語学習者への「他人から感じる期待」を考察し、矛盾する期待が動機へ及ぼす影響について、更なる研究が必要とされる。

scholarly journals Fostering EFL/ESL Students’ Language Achievement: The Role of Teachers’ Enthusiasm and Classroom Enjoyment

2021 ◽  
Vol 12 ◽  
Author(s):  
Yang Liu ◽  
Mingjie Zhang ◽  
Xuetao Zhao ◽  
Fang Jia
Keyword(s):  
Second Language Acquisition ◽  
Language Acquisition ◽  
Positive Psychology ◽  
Language Learning ◽  
Language Education ◽  
Esl Students ◽  
Current Review ◽  
Teacher Enthusiasm ◽  
Role Of Teachers

Thanks to the inflow of positive psychology (PP) in language education in general and language learning in particular, extensive consideration has been drawn to the role of emotion in second language acquisition (SLA). Enjoyment as a mutual constructive sensation experienced by students has engrossed academic attention. Likewise, teachers are redirected as the most remarkable figure of any educational association, and their enthusiasm is substantial for students in the classroom. In line with the inquiries of teacher enthusiasm, principles of PP, and classroom enjoyment, the current review strives for this form of connection and its impacts on learners’ achievement. Subsequently, the suggestions of this review for teachers, learners, and educator trainers are deliberated.

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