Introduction to the Column: Curriculum-Based Approaches

Relay Journal ◽  
2019 ◽  
pp. 73-74
Keyword(s):  
Cognitive Abilities ◽  
Classroom Practice ◽  
Learner Autonomy ◽  
Language Learner ◽  
Practice Research ◽  
Self Directed Learning ◽  
Research Papers ◽  
Starting Point ◽  
Decision Making Processes ◽  
Directed Learning

Welcome to the curriculum column of Relay Journal. Here our aim is to provide a space in which we can view and discuss items relating to the facilitation of language-learner autonomy and the explicit teaching of self-directed learning (SDL) skills. As so much of learning takes place beyond a formal classroom setting, it is vital that as educators we help to equip our students with the cognitive and meta-cognitive abilities to make best use of their own skills and opportunities to improve their abilities to effectively learn languages. Many learners can be unaware of exactly what their strengths and skills are, and thus some form of formal training in tandem with learner advising can be very effective (Kato & Mynard 2016). In addition, taking a curriculum-based approach allows the provision of “scaffolding structures that support learners in decision-making processes” (Benson 2001 p.170). A discussion and examination of how best to do this, and the different means by which these goals could be achieved, is the ambition of this column. We welcome insights into this process from colleagues based elsewhere to develop a deeper understanding of our research and practice, to learn from each other, and to develop a collection of papers over time that can serve as a starting point to others. Papers in this column can include descriptions of classroom practice, research-in-progress papers, full research papers, or examples of resources related to curriculum approaches to promoting learner autonomy. If you would like to respond to one of the papers in this column, please get in touch. We welcome you to the discussion.

scholarly journals Promoting Learner Autonomy and Self-Directed Learning: The Evolution of a SALC Curriculum

2017 ◽  
pp. 169-182 ◽  
Author(s):  
Jo Mynard ◽  
Rob Stevenson
Keyword(s):  
Learner Autonomy ◽  
Language Learner ◽  
The Self ◽  
International Studies ◽  
Learning Center ◽  
Stages Of Development ◽  
Self Directed Learning ◽  
Directed Learning ◽  
Technical Challenges ◽  
Gradual Approach

If key aims of a SALC are to support learners and promote language learner autonomy, then the curriculum is an important tool in order to ensure that this is being systematically addressed. After explaining the context of the Self-Access Learning Center (SALC) at Kanda University of International Studies in Japan, the authors will briefly describe the self-directed learning curriculum, its evolution, and approaches to its evaluation. The development, implementation, and evaluation of a SALC curriculum is not straightforward as there may be political, financial, and technical challenges. However, with planning, persistence, and a gradual approach, a SALC curriculum can eventually become an integral part of a university program. Although the journey of this particular SALC is far from complete, charting its development so far could provide encouragement for SALC managers elsewhere, whose SALC curriculum may be at different stages of development.

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 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 The Effects of Applying Betts’ Autonomous Learner Model on Iranian Students

2012 ◽  
pp. 310-321
Author(s):  
Nahid Yarahmadzehi ◽  
Elham Bazleh
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Learner Autonomy ◽  
Control Group ◽  
Self Directed Learning ◽  
Learning Readiness ◽  
Learner Model ◽  
Directed Learning ◽  
Autonomous Learner ◽  
Iranian Students

Classroom-based, teacher-directed language learning has been dominant in language teaching and learning for decades; however, the notion of autonomy is not novel to language teachers. Since the publication of Holec’s book, Autonomy and Foreign Language Learning (1981), autonomy in language learning has been a significant issue for discussion in relation to language learning practices and language teaching principles. Many ESL researchers have turned their attention to learner autonomy in classroom settings; however, learner autonomy in the Iranian context within self-access settings, classroom settings, and school curriculum has not been adequately addressed in the literature. To fill the research gap mentioned above, the present study aims to determine: 1. if Betts’s Autonomous Learner Model (Betts & Kercher, 1999) has any significant effect in terms of students’ self-directed learning readiness, and 2. if Betts’s Autonomous Learner Model has any significant effect on students’ English language proficiency. Adopting a quasi-experimental design, the study involved a comparison between the experimental and the control group. Two instruments were used: Gugliemino’s (1977) Self-Directed Learning Readiness Scale (SDLRS); and standardized TOEFL test. 30 students (group A) were taught English based on a pedagogical model, which blended Betts’s ALM with classroom instruction and 30 students (group B) were taught through a traditional teacher-directed method. Finally, after six months of treatment, TOEFL test and SDLRS test were administered as the post-test and the results were analyzed by means of SPSS software. The results showed that ALM can work with Iranian students as evidenced by generally average performance on SDLRS and TOEFL post-tests.

Independent Educational Activity of Bachelors of Linguistics as Basis of Innovative Process of Self-Training To the Foreign Language

2018 ◽  
Vol 7 (6) ◽  
pp. 47-52
Author(s):  
О. Рожкова ◽  
O. Rozhkova ◽  
И. Демидова ◽  
I. Demidova
Keyword(s):  
Foreign Language ◽  
Scientific Literature ◽  
Academic Competence ◽  
Learner Autonomy ◽  
Educational Activity ◽  
Self Directed Learning ◽  
Student Centered ◽  
Innovative Process ◽  
Self Study ◽  
Directed Learning

The article deals with the issues related to the independent educational activity of bachelor studentsmajoring in Linguistics, namely, the pedagogical conditions for self-study(learner autonomy and autonomous/ self-directed learning), academic competence, the creation of student centered programs, accounting of the components of educational autonomy. In addition, a review of the scientific literature on the phenomenon under study is also being conducted.

scholarly journals Collaborative and Self-directed Learning Strategies to Promote Fluent EFL Speakers

2017 ◽  
Vol 10 (5) ◽  
pp. 139 ◽  
Author(s):  
Angela Gamba Buitrago
Keyword(s):  
Learning Strategies ◽  
Independent Study ◽  
Theory Approach ◽  
Self Directed Learning ◽  
Oral Fluency ◽  
Decision Making Processes ◽  
Directed Learning ◽  
Personal Reflections ◽  
Learning From Others ◽  
Grounded Theory Approach

Speaking English with fluency is one of the most demanding challenges students and teachers face in many educational communities, and it has been claimed that fluency problems can derive from lack of practice during independent study. This research article reports on a mixed-methods study that analyzed the effects of using collaborative and self-directed learning strategies through speaking tasks aimed at developing oral fluency. This study was carried out with a group of 10 students with a pre-intermediate level (CEFR A2) in English at a Colombian university. Qualitative data from students’ reflections, compiled through a survey, and the teacher’s classroom observations was analyzed through the grounded theory approach. Quantitative analysis was aided by a protocol in which frequency counts of words and hesitations per minute for each speaking task were registered. The results suggest that fluency can be acquired collaboratively when learning from others and by making mistakes. Additionally, working collaboratively increases learners’ confidence not only because they feel they are not being judged but because they learn to see that their mistakes are not just theirs. Thus, collaboration is positively influenced by self-directed learning, in that it encourages students to make personal reflections on their weaknesses and strengths, thereby involving them in decision-making processes that identify what is not working properly and what they should do to succeed.

scholarly journals PERSPECTIVES AND PRACTICES FROM INDONESIAN EFL TEACHERS ON LANGUAGE ADVISORS’ ROLES IN FOSTERING LEARNER AUTONOMY

JURNAL SPHOTA ◽  
2020 ◽  
Vol 12 (2) ◽  
pp. 39-51
Author(s):  
Muhamad Ahsanu ◽  
Dyah Wijayawati
Keyword(s):  
Language Learning ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Learner Autonomy ◽  
Language Learner ◽  
Reflective Practitioner ◽  
Problem Solver ◽  
Knowledge And Skills ◽  
Common Term ◽  
Efl Teachers

Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.  

Enhancing Classroom Authenticity, Motivation, and Learner Autonomy Through Multimodal EFL Projects

2019 ◽  
pp. 215-236
Author(s):  
Isabella Seeger
Keyword(s):  
Teacher Education ◽  
Real World ◽  
Teaching Practice ◽  
Learner Autonomy ◽  
Project Work ◽  
Self Directed Learning ◽  
Authentic Materials ◽  
Classroom Implementation ◽  
Directed Learning ◽  
Oriented Approach

In German secondary education, the use of authentic literature or film in language teaching is mostly reserved to advanced classrooms, as it focuses primarily on analysis and writing, which rules out using these materials for lower-level learners. However, theories in motivation and learner autonomy suggest that a process-oriented approach involving authentic materials, real-world media, meaningful activities, and self-directed learning, as in multimodal project work, is more suitable for teenagers than traditional coursebook work. Classroom implementation might overcome certain obstacles by careful planning and communication but also points towards changes in the curriculum and in teacher education. This chapter therefore suggests introducing multimodal, (semi-)autonomous project work—illustrated by examples from teaching practice—to raise motivation, foster engagement with language, and develop real-world competences in the learners; however, more in-depth research is needed to establish effects on the learners.

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