scholarly journals Understanding Learner Autonomy Through Research: A Summary of a Forum at JALT 2019

2020 ◽  
pp. 53-63
Author(s):  
Jo Mynard ◽  
Louise Ohashi ◽  
Ward Peeters ◽  
Scott J. Shelton-Strong ◽  
Andrew D. Tweed ◽  
...  
Keyword(s):  
Language Learning ◽  
Social Networking Sites ◽  
Self Determination Theory ◽  
Learner Autonomy ◽  
Classroom Teachers ◽  
Practical Applications ◽  
Studying Abroad ◽  
The Relationship

This paper reports on a forum featuring four presentations on learner autonomy research, all with practical applications. The paper gives an overview of the purpose of the forum, a short summary of each of the presentations, a discussion of some of the main themes and methods, and a summary of the ways in which the forum themes were continued to be investigated through the Q&A session and in follow-up recordings and interviews. The four projects described in the paper are: the role of classroom teachers in fostering out-of-class, autonomous language learning, exploring online peer interaction in social networking sites, examining the relationship between students’ agency and affordances for learning when studying abroad, and investigating learner autonomy in a self-access context from a self-determination theory perspective.

External Investigators' Follow-Up Intentions When Whistleblowers Report Healthcare Fraud: The Effects of Report Anonymity and Previous Confrontation

2020 ◽  
Vol 32 (2) ◽  
pp. 91-101
Author(s):  
Steven E. Kaplan ◽  
Danny Lanier ◽  
Kelly R. Pope ◽  
Janet A. Samuels
Keyword(s):  
Experimental Study ◽  
Early Detection ◽  
Data Availability ◽  
Medical Provider ◽  
Perceived Credibility ◽  
The Relationship ◽  
Critical Investigation

ABSTRACT Whistleblowing reports, if properly investigated, facilitate the early detection of fraud. Although critical, investigation-related decisions represent a relatively underexplored component of the whistleblowing process. Investigators are responsible for initially deciding whether to follow-up on reports alleging fraud. We report the results of an experimental study examining the follow-up intentions of highly experienced healthcare investigators. Participants, in the role of an insurance investigator, are asked to review a whistleblowing report alleging billing fraud occurring at a medical provider. Thus, participants are serving as external investigators. In a between-participant design, we manipulate the report type and whether the caller previously confronted the wrongdoer. We find that compared to an anonymous report, a non-anonymous report is perceived as more credible and follow-up intentions stronger. We also find that perceived credibility fully mediates the relationship between report type and follow-up intentions. Previous confrontation is not significantly associated with either perceived credibility or follow-up intentions. Data Availability: Data are available upon request.

scholarly journals The role of self-construal in EFL vocabulary learning

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Mitsuko Tanaka
Keyword(s):  
Technical College ◽  
Engineering Students ◽  
Vocabulary Learning ◽  
Self Determination Theory ◽  
Mediation Analyses ◽  
Self Construal ◽  
Learning Modes ◽  
The Relationship ◽  
Identified Regulation

AbstractVocabulary learning is often assigned as out-of-class learning, which learners need to autonomously initiate and be motivated to sustain. Under such learning modes, though independent learners may need less motivational scaffolding, learners who prefer a more interactive study environment may need to be provided with assistance to boost their motivation. Focusing on such personal determinants, this study examines the role of self-construal in vocabulary learning by employing self-determination theory. The participants were 155 engineering students from a Japanese technical college. Path and mediation analyses were performed based on vocabulary test scores and questionnaire responses. Results revealed that independent self-construal had a significant impact on more self-determined types of both motivation (i.e., intrinsic motivation and identified regulation) and amotivation, but interdependent self-construal was statistically irrelevant to them, in the context of vocabulary learning. Furthermore, perceived autonomy and competence mediated the relationship between independent self-construal and motivation. These findings indicate that vocabulary learning motivation is shaped and regulated by self-construal and may be enhanced through support of the mediators.

scholarly journals Entrepreneurial visions of the self: Language teaching and learning under neoliberal conditions

Multilingua ◽  
2020 ◽  
Vol 39 (3) ◽  
pp. 269-275
Author(s):  
Martina Zimmermann ◽  
Sebastian Muth
Keyword(s):  
Language Learning ◽  
Social Relations ◽  
Teaching And Learning ◽  
Language Ideologies ◽  
Language Learner ◽  
Critical Perspective ◽  
Future Success ◽  
Neoliberal Ideology ◽  
The Relationship

AbstractIn this special issue, we bring together empirical research that takes a critical perspective on the relationship between language learning and individual aspirations for future success. In doing so we aim to initiate a debate on how neoliberal ideology and mode of governance permeate language learning as part of a wider neoliberal project that postulates the ideal of the competitive and self-responsible language learner. The four contributions illustrate how neoliberal desires about entrepreneurial selves play out differently within different social, political, or linguistic contexts. They do not only address different languages individuals supposedly need to teach or acquire for a successful future within a specific context, but also concentrate on the discourses and social relations shaping these entrepreneurial aspirations. Ranging from vocational training in Japan, early education in Singapore, healthcare tourism in India, to higher education in Switzerland, the contributions all illustrate the role of language as part of the struggle to improve either oneself or others. While the research sites illustrate that investments in language are simultaneously promising and risky and as such dependent on local and global linguistic markets, they equally highlight underlying language ideologies and reveal wider structures of inequality that are firmly embedded in local, national and global contexts.

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.

Technology and Learner Autonomy: An Argument in Favor of the Nexus of Formal and Informal Language Learning

2019 ◽  
Vol 39 ◽  
pp. 52-58 ◽  
Author(s):  
Chun Lai
Keyword(s):  
Language Learning ◽  
Informal Learning ◽  
Learning Experience ◽  
Learner Autonomy ◽  
Self Directed Learning ◽  
Learning Contexts ◽  
Directed Learning ◽  
Technology Aids ◽  
Constructed Self ◽  
The Relationship

AbstractThis article discusses some of the current research on technology in relation to learner autonomy, outlining major findings on the relationship between technology and learner autonomy in formal and informal learning contexts. Extant literature has discussed both teacher-initiated technology-enhanced formal learning environments and learner-constructed self-directed learning experience in informal learning contexts. Although valuable in the insights it provides into how technology aids learner autonomy, the two bodies of literature have largely been independent from each other, which may constrain our understanding.

The effects of following celebrities’ lives via SNSs on life satisfaction: The palliative function of system justification and the moderating role of materialism

2018 ◽  
Vol 20 (9) ◽  
pp. 3479-3497 ◽  
Author(s):  
Mihye Seo ◽  
Ki Deuk Hyun
Keyword(s):  
Life Satisfaction ◽  
Social Networking Sites ◽  
Relative Deprivation ◽  
System Justification ◽  
Negative Consequences ◽  
Positive Effects ◽  
Related Information ◽  
Materialistic Values ◽  
The Relationship

Social media increases opportunities to glimpse celebrities’ glamorous lifestyles and to interact with celebrities. This study examines how the use of social networking sites (SNSs) for celebrity-related information and interactions influences users’ life satisfaction. Data analysis demonstrates that celebrity-related SNS activities decrease users’ life satisfaction by increasing relative deprivation through comparison with celebrities. However, the comparison also leads to system justification, serving a palliative function to cope with the potentially negative consequences of such comparisons, which in turn increases life satisfaction. Interestingly, materialism moderates the relationship such that the effects of comparison with celebrities on system justification are observed only among SNS users who hold high materialism values. Also, the direct positive effects of celebrity-related SNS use on life satisfaction are stronger for those with high materialistic values than for those with low materialistic values. The multifaceted functions of celebrity-related SNS activities for life satisfaction are discussed.

scholarly journals Relationship between Need for Belongingness and Facebook Addiction: Mediating Role of Number of Friends on Facebook

2019 ◽  
Vol 7 (2) ◽  
pp. 36
Author(s):  
Umme Kulsuma Rashid ◽  
Oli Ahmed ◽  
Muhammad Alamgir Hossain
Keyword(s):  
University Students ◽  
Social Networking Sites ◽  
Sampling Technique ◽  
Mental Health Practitioners ◽  
College And University ◽  
Mediating Role ◽  
Health Practitioners ◽  
Facebook Addiction ◽  
The Relationship

As humans, we need to connect with one another, our friends and families, our culture and country. Present age is the era of information and technology and social media. College and University students spend significant amount of time on Social Networking Sites like Facebook etc. The present study was conducted to explore role of number of friends on Facebook on the relationship between individual’s need for belongingness and Facebook addiction. A sample of 180 university students was selected as sample through the non-probability sampling technique. Findings suggested that male Facebook users had significantly higher number of friends on Facebook than female Facebook users. Findings also explored significant positive correlation among need for belongingness, number friends on Facebook, and Facebook addiction. The relationship between need for belongingness and Facebook addiction was partially mediated by number of friends on Facebook. The study findings would be helpful to mental health practitioners to effectively deal with emerging problem of Facebook addiction.

scholarly journals Strategy Instruction and Transfer in the EFL Classroom

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Robyn L. Najar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Mixed Design ◽  
Language Classroom ◽  
Learning Instruction ◽  
The Relationship ◽  
And Task

This study examines the generalizability of research in the areas of instruction; learning; and transfer of learning to the role these play in the area of the use of strategic competencies in foreign language contexts (FLC). While previous studies have tended towards a focus on learner variables, this study includes the conditions of applicability with a task that can impact learning and transfer as well. The contributions of both variables, learner and task, were investigated through note-taking strategy instruction and transfer, to ascertain the effect on reading comprehension of textual materials in the English as a foreign language (EFL) classroom. Learning was measured as a precursor to transfer. In order to investigate the role of instruction and transfer in the transfer of strategy use, a mixed design using both qualitative and quantitative approaches for design and analysis was used. Findings suggest that the relationship between instruction and transfer as represented by strategy use and task performance is a multidimensional one, and that there are implications for language learning instruction in the foreign language classroom.

scholarly journals Rhetorical Reading for Writing Strategies

2019 ◽  
pp. 1
Author(s):  
Irena Kuzborska
Keyword(s):  
Language Learning ◽  
English Language ◽  
English Language Teaching ◽  
Writing Strategies ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
The Relationship ◽  
Rhetorical Reading ◽  
Reading Texts

This article is based on the plenary talk given at the inaugural UHAMKA International Conference on English Language Teaching (ELT) and Computer Assisted Language Learning (CALL) (UICELL 2018) in Jakarta, Indonesia, 23 November 2018, and focuses on the explanation of reading as a communicative rhetorical act. Outlining the key features of such reading, it then considers the benefits of reading texts rhetorically. A specific focus is given to the role of rhetorical reading in writing. While the article acknowledges the limited research on the relationship, it provides some evidence that reading texts rhetorical can lead to both more effective reading and more effective writing. A specific technique on how to teach students to read texts rhetorically is also presented in this article.

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