scholarly journals Book Review: Assessment and Autonomy in Language Learning. Edited by Carol J. Everhard and Linda Murphy

2016 ◽  
pp. 56-59
Author(s):  
Marilyn Lewis
Keyword(s):  
Great Britain ◽  
Language Learning ◽  
Key Words ◽  
Learner Autonomy ◽  
Learning Systems ◽  
Formal Learning

At first glance the two key words, assessment and autonomy in the title seemed to contradict each other. Isn’t assessment typically associated with formal learning systems and autonomy with out-of-class learning? Therefore it wasn’t a surprise to see that Benson, in his foreword, says as much when he refers to assessment as “the elephant in the room” (p. viii) in discussions about learner autonomy. The six chapters in this edited book bring the elephant out into the open. The contributors, all of them academics as well as researchers, are or have been based in Australia, Bahrain, Germany, Great Britain, Greece, Japan and the UAE. Most chapters start with the writers’ interpretations of the word ‘autonomy’ in particular, and as befits the term’s meaning, these ideas are varied. The book ends with a final list which combines references from all of the chapters, which makes sense, given that there was some overlap in sources from chapter to chapter.

scholarly journals Book Review: Reflective Dialogue: Advising in Language Learning by Satoko Kato and Jo Mynard

2017 ◽  
pp. 79-83
Author(s):  
Keiko Takahashi
Keyword(s):  
Language Learning ◽  
Learner Autonomy ◽  
Reflective Dialogue ◽  
One To One ◽  
Learning Language ◽  
And Training

Reflective Dialogue: Advising in Language Learning is a comprehensive guide on understanding the field of advising in language learning. Language educators who are interested in exploring how to facilitate learner autonomy can learn the A to Z of advising in language learning from this book. The book provides practical resources for improving advising skills, recruiting and training learning advisors, as well as researching advising. Therefore, this book will be useful for new and experienced learning advisors who work with learners on a one-to-one basis and/or in classroom settings, as well as those who are involved in managing self-access centers.

scholarly journals Book review: Autonomy in Language Learning: Stories of Practices Edited by Andy Barfield and Natanael Delgado Alvarado

2013 ◽  
pp. 223-226
Author(s):  
Adelia Peña Clavel
Keyword(s):  
Language Learning ◽  
Interest Group ◽  
Special Interest ◽  
Learner Autonomy ◽  
Special Interest Group ◽  
The Third ◽  
Learning Stories

Autonomy in Language Learning: Stories of Practices edited by Andy Barfield and Natanael Delgado Alvarado is an e-book published by the IATEFL Learner Autonomy Special Interest Group (LA SIG). It is the third ebook in the Autonomy in Language Learning series and is available in ePub (for iPad, Kobo and other devices) and mobi (for Kindle) formats. An ebook format strengthens the structure of the book. First, it allows the reader to write and share comments on the text that spark reflection, admiration or empathy. Second, statements considered relevant for one’s own practice can be highlighted.

THE ADVANTAGES OF PROMOTING LEARNERS’ AUTONOMY IN EFL CONTEXT

2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Hapsari Dwi Kartika
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learner Autonomy ◽  
Language Learner ◽  
Autonomous Learning ◽  
English Teaching ◽  
Efl Context ◽  
Definition Of ◽  
Students Success

This paper explains why learner autonomy is taken into account in language learning where English is a foreign language for the learners particularly in Indonesia. The definition of learner autonomy and its advantages to language learner in EFL contexts will be described within this paper. Many scholars from psychological education and English teaching and learning had proved that language learning can be improved by certain strategy. They revealed the correlation between the autonomous learning with students’ success in learning with different aspect. The definition of autonomy is similar to many different words such as self-regulated and self-determined. Finally, the writer suggests how teacher can promote the autonomous learning atmosphere in the classroom.Keywords: strategy, promoting autonomy, EFL context, Indonesia

A Sociocultural Approach to Learner Autonomy in the Language Classroom

Relay Journal ◽  
2019 ◽  
pp. 17-26
Author(s):  
Tetsushi Ohara
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Sociocultural Theory ◽  
Qualitative Data ◽  
Learner Autonomy ◽  
The Social ◽  
Language Classroom ◽  
Sociocultural Approach ◽  
Mediational Means ◽  
Social Views

Approaches to understanding learner autonomy in language learning often contain dichotomous views: those that emphasize individual attributes and those that emphasize social influence. In order to articulate our understanding of learner autonomy, it is necessary to find approaches, which view a dialectic unity between the individualistic views and the social views. Sociocultural theory based on the concept of mediation is an approach, which has potential to offer a unique way to analyze learner autonomy. While using sociocultural theory as the main theoretical framework, this article attempts to understand how students take charge of their learning in the language classroom. Qualitative data indicate that interpersonal relationships between students work as mediational means for students to engage in their learning in the classroom. From this finding, it is argued that by understanding mediational means that students employ and are appropriate in the classroom, we are better able to track the students’ ability to take charge of their own learning.

An Interview with Sarah Mercer on Language Learner and Teacher Well-Being

Relay Journal ◽  
2019 ◽  
pp. 459-463
Author(s):  
Sam Morris ◽  
Sarah Mercer
Keyword(s):  
Positive Psychology ◽  
Foreign Language ◽  
Language Learning ◽  
Well Being ◽  
Learner Autonomy ◽  
Foreign Language Teaching ◽  
Language Learner ◽  
Language Teacher ◽  
New Directions ◽  
The University

In our June 2019 LAB session on Teacher/Advisor Education for Learner Autonomy, our featured interview was conducted with Sarah Mercer, Professor of Foreign Language Teaching and Head of ELT at the University of Graz, Austria. Sarah has published a wealth of papers in the field of language and teacher psychology, and co-edited many books including, most recently, New Directions in Language Learning Psychology (2016), Positive Psychology in SLA (2016), and Language Teacher Psychology (2018). Sarah was awarded the 2018 Robert C. Gardner Award for Outstanding Research in Bilingualism in recognition of her work. We were delighted that she was able to share her knowledge on the topic of language learner and teacher well-being with us during the session.

Game-Based Promotion of Motivation and Attention for Socio-Emotional Training in Autism

i-com ◽  
2020 ◽  
Vol 19 (1) ◽  
pp. 17-30
Author(s):  
Sven Strickroth ◽  
Dietmar Zoerner ◽  
Tobias Moebert ◽  
Anna Morgiel ◽  
Ulrike Lucke
Keyword(s):  
Reward System ◽  
Learning Systems ◽  
Attention Deficits ◽  
Formal Learning ◽  
Game Based Learning ◽  
Learning Content ◽  
Autistic People

AbstractCaused by a deviance of their reward system, autistic people show attention deficits for learning content outside their special fields of interest. This can lead to significant problems, especially in formal learning situations. A promising approach to increase attention is the use of game-based learning concepts. The effect of individual playful aspects could be shown in existing learning systems. However, these do not provide consistent game experiences, which may result in a decreasing motivation for training. Therefore, this paper presents requirements as well as a related game concept to integrate the learning content with a playful narrative in order to promote motivation and attention for socio-emotional training.

Tandem language learning via e-mail: from motivation to autonomy

ReCALL ◽  
2000 ◽  
Vol 12 (2) ◽  
pp. 121-128 ◽  
Author(s):  
EMA USHIODA
Keyword(s):  
Language Learning ◽  
Empirical Data ◽  
Learning Experience ◽  
Small Body ◽  
Affective Learning ◽  
Learner Autonomy ◽  
Pedagogical Issues ◽  
Affective Dimension ◽  
Tandem Learning ◽  
E Mail

This paper examines the affective dimension of tandem language learning via e-mail. It begins by highlighting some of the obstacles to this mode of learning, including organisational and pedagogical issues as well as the particular issues confronting learners. Drawing on a small body of empirical data, it explores the interactions between these issues and what learners perceive to be intrinsically motivating about tandem learning. It concludes by suggesting that affective learning experience has a potentially powerful role to play in fostering the development of learner autonomy through the reciprocity on which successful tandem learning is founded.

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