scholarly journals Introduction to the Special Issue

2021 ◽  
pp. 190-194
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Language Education ◽  
Learner Autonomy ◽  
Foreign Languages ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Directed Learning ◽  
Education Conference

Self-Directed Learning and Advising in Language Education Conference organized by IATEFL Learner Autonomy Special Interest Group (LASIG) and Ankara Yildirim Beyazit University School of Foreign Languages, Turkey (AYBU SFL) took place online on 24 April 2021. It was originally planned as a face-to-face event in 2019, yet it was postponed to a later date due to the global outbreak of the Coronavirus pandemic.

scholarly journals A Review of The Plenary Talks on Advising and Self-Directed Learning: Two Important Systems for Learner Autonomy

2021 ◽  
pp. 295-300
Author(s):  
Neslihan Atcan Altan
Keyword(s):  
Interest Group ◽  
Special Interest ◽  
Language Education ◽  
Learner Autonomy ◽  
The Self ◽  
The Other ◽  
International Studies ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Education Conference

This paper presents a review of the plenary talks at the Self-Directed Learning and Advising in Language Education Conference, one primarily on advising by Jo Mynard of Kanda University of International Studies and the other on self-directed learning by Lawrie Moore-Walter and Christian Ludwig of IATEFL Learner Autonomy Special Interest Group. It offers a brief overview of both sessions as well as underlining the highlights and the takeaways.

scholarly journals Through an English Teacher’s Eyes: Self-Directed Learning and Advising in Language Education E-Conference

2021 ◽  
pp. 301-306
Author(s):  
Ezgi Celik Uzun
Keyword(s):  
Distance Education ◽  
Language Learning ◽  
Language Education ◽  
Point Of View ◽  
The Self ◽  
English Teacher ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Learning Issues ◽  
Education Conference

In this review, I aim to convey my ideas on the Self-Directed and Advising in Language Education Conference from an English teacher’s point of view. I watched both plenary sessions and some of the concurrent sessions in which I learned a lot. I will briefly mention the topics in the plenary sessions and concurrent sessions, my related ideas, and the implications I drew. I attended the conference as an English teacher seeking solutions for learners’ language learning issues and the specific problems that I personally faced during distance education times. This event encouraged me to reflect more deeply about education during post-COVID times, which, I believe, underlines the importance of self-directed learning and advising in language learning.

scholarly journals Editorial: Special Issue on Supporting Self-directed Learning

2013 ◽  
pp. 70-72
Keyword(s):  
Online Courses ◽  
Independent Study ◽  
Special Issue ◽  
Self Directed Learning ◽  
Face To Face ◽  
Learning Modules ◽  
Language Class ◽  
Editorial Special Issue ◽  
Directed Learning ◽  
Awareness Raising

Welcome to issue 4(2), June, 2013 which is a special issue on “supporting self-directed learning”. As professionals working in the field of self-access learning, we know that simply providing a self-access centre and expecting learners to become autonomous and engaged in self-directed study without help is unrealistic (Benson, 2011). Educators worldwide are providing support for learners in developing their self-directed learning skills in various ways: as part of a language class, as a stand-alone awareness-raising course, as self-directed learning modules outside class, through portfolio-based independent study, through online courses, through workshops offered by a self-access centre, and through face-to-face and written advising. This special issue looks at reasons why support for self-directed learning is needed, and provides examples of ways in which structured support is given.

Facing the Challenges of Distance Learning: Voices from the Classroom

Relay Journal ◽  
2020 ◽  
pp. 185-200
Author(s):  
Christian Ludwig ◽  
Maria Giovanna Tassinari ◽  
Sarah Mercer ◽  
Micòl Beseghi ◽  
Michelle Tamala ◽  
...  
Keyword(s):  
Distance Learning ◽  
Interest Group ◽  
Special Interest ◽  
Learner Autonomy ◽  
Special Interest Group ◽  
Open Discussion ◽  
Supporting Teachers

This article reports on the first webinar in the IATEFL Learner Autonomy Special Interest Group’ series of online events dedicated to supporting teachers in this unprecedented and unexpected pandemic situation. Learner Autonomy in the Time of Corona: Supporting Learners and Teachers in Turbulent Days featured a series of talks and open discussion panels, allowing participants to actively share their thoughts and ideas. In the following, the outcomes of the webinar will be discussed.

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.

scholarly journals Teacher-Led Initiatives in Supporting Learner Empowerment among Malay Tertiary Learners

2014 ◽  
Author(s):  
Naginder Kaur
Keyword(s):  
Learning Environment ◽  
Direct Methods ◽  
Learner Autonomy ◽  
Learning Preferences ◽  
Self Directed Learning ◽  
Business Studies ◽  
Learning Tasks ◽  
Positive Learning Environment ◽  
Directed Learning ◽  
Learner Empowerment

Purpose – Learner empowerment or learner autonomy is regarded by some theorists as the self-propelled, sole effort of the learner. However, in creating self-directed learners who are empowered to learn, the role of significant others such as the instructor is imperative. This study shows how a committed lecturer can play an instrumental role in facilitating self-directed learning among learners.   Methodology – Learner autonomy in vocabulary learning was successfully facilitated among a group of Malay tertiary learners pursuing a Business Studies course in Malaysia. This qualitative study explored the lecturer’s proactive efforts and initiatives in raising learners’ confidence in learning vocabulary. Data were collected through reflective in-depth interviews with the lecturer and learners at the end of every week for one month to obtain insights into their learning experiences.   Findings – The lecturer’s pedagogical approaches of providing sufficient learning opportunities in class, teaching vocabulary in context, using vocabulary lists and direct methods, and building lessons spirally to reinforce learning made complex tasks become manageable and achievable. These efforts were well-commended by the learners in this study. The lecturer's conscious decisions, namely, encouraging collaborative learning tasks and not forcing reluctant speakers were guided by her awareness of the learners’ cultural background which impinged on their learning preferences, thus, creating a non-threatening learning environment.   Significance – This study establishes the case that learner empowerment is not teacherless learning but is fostered when the instructor is able to pitch the lesson at an appropriate level and create a conducive and positive learning environment to synchronise with the learners’ cultural traits.

scholarly journals Syntax mentioned seven times in the CEFR – and how many times at school, in foreign language classrooms?

Linguistica ◽  
2014 ◽  
Vol 54 (1) ◽  
pp. 77-96
Author(s):  
Darja Mertelj
Keyword(s):  
Foreign Languages ◽  
Self Directed Learning ◽  
Authentic Texts ◽  
Affective Factors ◽  
Language Classrooms ◽  
Directed Learning ◽  
Research Gap ◽  
Communicative Approach ◽  
Established Role

In the teaching of foreign languages, complex-clause syntax does not seem to have had an established role over the last 20 years, especially within the communicative approach and, of course, the CEFR. It was previously part of methods which stressed formal approaches to foreign languages and their being taught, but not of natural, acquisition-based methods. With the communicative approach, two important premises were introduced: authentic texts and grammar as a tool when necessary. This is one probable reason why explicit, complex-clause syntax is hardly mentioned in the CEFR, even though it is implicitly present in descriptors, even though it is particularly recognisable in those for writing skills, and even though we know that it can be used for all four skills, as well as to guide learners towards some self-directed learning about language features.To date, in the era of the communicative approach, not much is known about the role of complex-clause syntax in foreign/second language classrooms, in particular from the learners’ viewpoint. In order to bridge this research gap, the paper analyses a questionnaire among learners in secondary schools that looked at their perspectives regarding the (possible) role of syntax. The examined aspects consider its role for the four skills, and the benefits of knowing syntax; implicitly, the paper touches on some affective factors and related methodological approaches, along with problems concerning the teaching of syntax. The findings are based on quantitative data; an evaluation of the need for complex-clause syntax is included, and some pedagogical implications are presented.

scholarly journals Implementing Synchronous Online Flipped Learning for Pre-service Teachers During COVID-19

2022 ◽  
Vol 11 (2) ◽  
pp. 653-661
Author(s):  
Yong-Jik Lee ◽  
Robert Davis* ◽  
Yue Li
Keyword(s):  
Teacher Education ◽  
Teacher Education Programs ◽  
Flipped Learning ◽  
Education Programs ◽  
Self Directed Learning ◽  
Learner Engagement ◽  
Face To Face ◽  
Directed Learning ◽  
Collaborative Activities ◽  
Synchronous Online

<p style="text-align: justify;">Most research has examined flipped learning within the context of face-to-face (F2F) instruction. However, previous research has not effectively explored the possibility of how online synchronous flipped learning influences pre-service teachers (PSTs) in teacher education programs during Coronavirus disease (COVID-19). Recognizing the gap in the literature, this paper explored three aspects of online synchronous flipped learning by understanding 1) PSTs' learner engagement, 2) self-directed learning, and 3) learner satisfaction in a Korean university. The data was collected from Korean PST's interviews, reflection notes, and course evaluations. The thematic analysis was used to analyze qualitative data sources. The study findings showed that PSTs favored a synchronous online FL because it encouraged them to engage in various collaborative activities through Zoom breakout sessions. Also, pre-class materials from online FL can positively enhance the PSTs' self-directed learning process. Based on these findings, this study provides suggestions on how to effectively implement online synchronous flipped learning in teacher education programs.</p>

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