Enhancing Learner Autonomy through Extensive Reading: The Case of Book Reports

This paper presents an experimental research study in which the two researchers aim to promote learner autonomy in language learning by means of learner-produced learning materials. The study was conducted at the Department of English in the Faculty of Arts in Misurata, Libya during the academic term-spring 2018. The participants were 50 Libyan students who major in English and they were all enrolled in semester 2 and studied Grammar II course. The participants were required to produce their own learning material which was about a particular grammar item. Semi-structured interviews with the participants were undertaken to know about their reaction towards the experience of taking responsibility to create a learning material, what autonomous strategies they were able to develop while designing the learning materials, what type of learning materials they were able to produce. The findings of the current study revealed that learner autonomy can be fostered in EFL classes in Libya and that Libyan students can develop some autonomous learning strategies. It is concluded that learner-produced learning materials can be a successful and an effective tool to promote learner autonomy in EFL (English as a foreign language) classes.

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Learner Autonomy and Vocabulary Development for Saudi University Female EFL Learners: Students’ Perspectives

International Journal of Linguistics ◽

10.5296/ijl.v11i1.13782 ◽

2019 ◽

Vol 11 (1) ◽

pp. 166

Author(s):

Norah Mansour Almusharraf

Keyword(s):

English Language Learners ◽

Learning Strategies ◽

Language Learners ◽

English Language ◽

Sense Of Self ◽

Vocabulary Development ◽

Learner Autonomy ◽

Autonomous Learning ◽

Face To Face ◽

Efl Students

This qualitative case study examined how female English language learners in the Kingdom of Saudi Arabia (KSA) realize learner autonomy, especially in the context of the learner’s meaning development via purposeful vocabulary acquisition. EFL students’ perceptions and applications of autonomous learning strategies for the purpose of English vocabulary development were investigated, as well as their adapted methods for learning English. Data collection included face-to-face semistructured interviews of 8 students from two different classrooms, classroom observations, participants’ reflections on specific English coursework, and English learning autobiographies. The findings revealed the students’ appreciation of the English language and showed how various autonomous learning methods developed their sense of self-possession.

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EXPLORING EFL STUDENT TEACHERS READINESS AND GENDER DIFFERENCES OF LEARNER AUTONOMY

10.32014/2020.2518-1467.34 ◽

2020 ◽

Vol 1 (383) ◽

pp. 288-299 ◽

Cited By ~ 6

Author(s):

C. Fauzi ◽

B. Basikin ◽

Sh. Duisenbayeva ◽

G. Kassymova

Keyword(s):

Gender Differences ◽

Language Learning ◽

Student Teachers ◽

Positive Attitude ◽

Learner Autonomy ◽

Project Based Learning ◽

Autonomous Learning ◽

Male Students ◽

Essential Variable ◽

Significant Difference

Despite its importance for successful English as a Foreign Language (EFL) language learning and the abundance of scientific works of learner autonomy, this construct has not received decent attention in the Indonesian context. Further, gender differences in learner autonomy as an essential variable that has not been well-researched were also included in this study. The authors conducted a mix-method study to explore the fourth-year student teachers’ conceptualization, attitudes, and readiness for learning autonomy by employing a 43 items questionnaire survey adapted from Karabiyik (2008) to a total of 120 participants (156 male and 164 female) and interview questions to 6 volunteers. The qualitative data implied that the participants had an insufficient understanding of learner autonomy even though they exhibited a positive attitude towards this construct. The overall results of quantitative data suggested that the student teachers were not ready for learner autonomy indicated by the tendency to teacher-centered teaching which might be accounted for by low proficiency in English reflected by low engagement virtually in the majority of the autonomous learning activities. Furthermore, in terms of gender differences in learner autonomy, the t-test results demonstrated that no significant differences between male and female student teachers in terms of the responsibilities of autonomous learning, decision-making abilities, and engagement of autonomous learning outside the class. However, a significant difference was found between genders and engagement in autonomous activities in class which favored male students than their female counterparts suggesting that the male students performed more than male students in asking questions to teachers and taking opportunities to practice their English with their peers. The authors concluded that the student teachers were not ready for autonomous learning even though they had a positive attitude. Thus, the authors recommended the teachers to implement teaching methods, for instance, Project-Based Learning which might help to promote learner autonomy in the Indonesian context.

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Why Game-Based Learning Did Not Achieve What It Could Achieve

Gamification in Education ◽

10.4018/978-1-5225-5198-0.ch026 ◽

2018 ◽

pp. 482-499

Author(s):

Wee Hoe Tan ◽

Sean Neill ◽

Sue Johnston-Wilder

Keyword(s):

Learning Strategies ◽

Positive Attitude ◽

Time Constraints ◽

Subject Matter Experts ◽

Game Based Learning ◽

Structured Interviews ◽

Negative Experience ◽

Negative Experiences ◽

Online Security ◽

The Uk

This chapter investigates the reasons behind the attitude differences of professionals involved in Game-Based Learning (GBL). Semi-structured interviews were conducted between October 2009 and March 2010 with 11 Subject Matter Experts (SMEs) and 11 game experts in the UK. The interviews aimed to explain why the professionals' attitudes were statistically significantly less positive when comparing what GBL could ideally achieve and what it usually achieves. The negative experience encountered by the interviewees is the key reason of the attitude differences. The accountability culture of UK education diminished SMEs' confidence in GBL practice, and the condition was further impaired with the lack of good quality games. Time constraints, online security for minors, and teachers' lack of understanding about games were also the challenges faced by the GBL practitioners. Meanwhile, 5 factors of positive GBL practice were identified in the study (i.e. flexibility, use of media-rich resources, positive attitude towards new teaching methods, trendy learning strategies, and maturation of GBL systems). Based on the positive and negative experiences shared by the interviewees, the chapter proposes a guideline for ideal GBL practice, which highlights how successful GBL practice could be replicated and how failed attempts could be avoided.

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ANALYZING LEARNERS’ IDENTITY AND DIFFERENCE THROUGH ENGLISH MEETING CLUB

ETERNAL (English Teaching Learning and Research Journal) ◽

10.24252/eternal.v62.2020.a3 ◽

2020 ◽

Vol 6 (2) ◽

pp. 219

Author(s):

Suharti Sirajuddin ◽

Muhammad Yahrif

Keyword(s):

Learning Strategies ◽

Influence Factors ◽

Learner Autonomy ◽

English Learning ◽

Learner Identity ◽

Effective Strategies ◽

Field Note ◽

Club Meeting ◽

Identity And Difference ◽

Linguistic Influences

The article aims at finding out students’ learner identity and difference through English Club Meeting at Megarezky Universitas. This research investigated twenty members of English Club Meeting of Megarezky University (E-Comers) who come regularly and five respondents for interview. The method of this research is used observation, field note, and interview. The data collecting were analyzed by presented, analyzed, discussed and interpreted. The result of this research categorized four factors in order to understand learner identity, motivation, learning strategies, learner autonomy, and cross linguistic influence. In motivation, students are motivated due to the value of group community, students’ personal goal, and senior members’ role. While in learning strategies; coping and communication strategies are appeared on this research. Talking about learner autonomy, it is revealed that students’ control is the most effective strategies. So, it can be concluded that cross-linguistic influences students in English learning process. In conclusion, these four factors help teachers to understand students’ identity and difference. Every student has different motivation, learning strategies, students’ autonomy and cross-linguistic influence factors which English Meeting Club tends to accommodate students’ identity in one group activity.

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PROMOTING AUTONOMOUS LEARNING IN READING CLASS

JEELS (Journal of English Education and Linguistics Studies) ◽

10.30762/jeels.v2i2.99 ◽

2015 ◽

Vol 2 (2) ◽

Author(s):

Agus Sholeh ◽

Dwi Fita Heriyawati

Keyword(s):

Group Discussion ◽

Learner Autonomy ◽

Autonomous Learning ◽

Extensive Reading ◽

Learner Centered ◽

Reading Teaching

To have good acquisition and awareness inreading, the learners need a long and continuousprocess, and therefore, they are required to haveautonomy in learning reading. This study aims topromote learner autonomy in reading class by combininglearner-centered reading teaching and extensive readingteaching. Learner-centered reading teaching was carriedout through group discussion, presentation, andlanguage awareness activities. Meanwhile, extensivereading teaching was done to review the learners‘materials in presentation and reinforce their acquisition.Those two different approaches were applied due todifferences on learner's characteristics and needs. Theresult showed some success in the practice of autonomy,indicated by changes on learners' attitude. However,many learners showed that they focused more onobtaining score than on developing their languageacquisition. By implementing the approach, the teachercan assist learners to be aware of their ability to learnindependently and equip them with the skill needed forlong-life learning.Keywords: autonomous learning, learner-centered inteaching reading, Extensive reading teaching

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Why Game-Based Learning Did Not Achieve What It Could Achieve

Educational Technology Use and Design for Improved Learning Opportunities - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-4666-6102-8.ch015 ◽

2014 ◽

pp. 269-285 ◽

Cited By ~ 3

Author(s):

Wee Hoe Tan ◽

Sean Neill ◽

Sue Johnston-Wilder

Keyword(s):

Learning Strategies ◽

Positive Attitude ◽

Time Constraints ◽

Subject Matter Experts ◽

Game Based Learning ◽

Structured Interviews ◽

Negative Experience ◽

Negative Experiences ◽

Online Security ◽

The Uk

This chapter investigates the reasons behind the attitude differences of professionals involved in Game-Based Learning (GBL). Semi-structured interviews were conducted between October 2009 and March 2010 with 11 Subject Matter Experts (SMEs) and 11 game experts in the UK. The interviews aimed to explain why the professionals' attitudes were statistically significantly less positive when comparing what GBL could ideally achieve and what it usually achieves. The negative experience encountered by the interviewees is the key reason of the attitude differences. The accountability culture of UK education diminished SMEs' confidence in GBL practice, and the condition was further impaired with the lack of good quality games. Time constraints, online security for minors, and teachers' lack of understanding about games were also the challenges faced by the GBL practitioners. Meanwhile, 5 factors of positive GBL practice were identified in the study (i.e. flexibility, use of media-rich resources, positive attitude towards new teaching methods, trendy learning strategies, and maturation of GBL systems). Based on the positive and negative experiences shared by the interviewees, the chapter proposes a guideline for ideal GBL practice, which highlights how successful GBL practice could be replicated and how failed attempts could be avoided.

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The effect of autonomous learning process on learner autonomy of English public speaking students

Indonesian Journal of Applied Linguistics ◽

10.17509/ijal.v10i1.25037 ◽

2020 ◽

Vol 10 (1) ◽

pp. 194-205

Author(s):

Nida Boonma ◽

Rosukhon Swatevacharkul

Keyword(s):

Learning Strategies ◽

Undergraduate Students ◽

Learning Process ◽

Effect Size ◽

Public Speaking ◽

Learner Autonomy ◽

Autonomous Learning ◽

Cluster Sampling ◽

Emerging Themes ◽

Dependent Samples

Buta The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided.The objectives of this study were to examine the effect of the autonomous learning process (ALP) on learner autonomy of undergraduate students in English public speaking class and its effect size; and to explore how learner autonomy is revealed through the ALP. This study employed a variant of a mixed-methods approach, which is an embedded experimental design. Employing the cluster sampling method, nineteen Thai students were included. The students were trained in the ALP based on the four dimensions of learner autonomy (technical, psychological, political-critical, and sociocultural.) Quantitative data were collected from the Learner Autonomy for Public Speaking (LAPS) questionnaires and analyzed by the dependent samples t-test. Qualitative data were drawn from the Overall Written Reflections, and thematic content analysis was used to analyze the data. [A1] The findings revealed that the level of students’ learner autonomy in the post-questionnaire significantly increased from the pre-questionnaire (p = 0.00). Its effect size is large (d = 1.28), and learner autonomy, as revealed through the ALP, can be classified into five emerging themes. [A2] The themes are (1) use and plans of the learning strategies, (2) evaluation of learning and learning strategies, (3) capacity to provide and accept praise and criticism, (4) increased positive emotions and (5) sense of awareness and a better understanding of self. Recommendations for further study are provided. [A1]S-V agreement [A2]Emerging themes or emerging themes, or emergent themes?

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Learner autonomy in music performance practices

British Journal of Music Education ◽

10.1017/s0265051720000170 ◽

2020 ◽

Vol 37 (3) ◽

pp. 234-246

Author(s):

Lee Cheng ◽

Paulina Wai Ying Wong ◽

Chi Ying Lam

Keyword(s):

Music Education ◽

Learning Strategies ◽

Music Performance ◽

Learner Autonomy ◽

Structured Interviews ◽

Natural Languages ◽

Performance Practices ◽

Performance Skills ◽

Curriculum Changes ◽

Language Of Music

AbstractThe language of music shares a number of basic processing mechanisms with natural languages, yet studies of learner autonomy in music education are rare. This study aims to assess the effectiveness of fostering music students’ learner autonomy in performance practice through a series of curriculum changes. A mixed-methods approach, including a questionnaire survey and semi-structured interviews, was used to investigate two cohorts of music education students (N = 74) from Hong Kong. The analysis reveals the students’ autonomous learner characteristics, including the ability to formulate their own learning strategies, identify both musical and non-musical weaknesses and take appropriate steps to improve their performance skills.

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INVESTIGATING EFL TEACHERS’ PERCEPTIONS AND PRACTICES REGARDING LEARNER AUTONOMY AT DONG THAP UNIVERSITY

HUE UNIVERSITY JOURNAL OF SCIENCE SOCIAL SCIENCES AND HUMANITIES ◽

10.26459/hueuni-jssh.v127i6b.4531 ◽

2018 ◽

Vol 127 (6B) ◽

pp. 5

Author(s):

Anh Thanh Nguyet Le

Keyword(s):

Language Education ◽

Learner Autonomy ◽

Autonomous Learning ◽

Teachers Perceptions ◽

Local Contexts ◽

Efl Teachers ◽

University Life

Learner autonomy is currently one of the central themes in language education. Autonomous learning plays an important role not only in university life but also throughout life for learners. Exploring teachers’ perceptions and practices regarding learner autonomy is necessary, especially in local contexts, to provide more insights of this field. The present study was conducted with 20 EFL teachers at Dong Thap University through interview. The findings showed that all of them had positive understandings in related aspects and levels of learner autonomy. In practice, they made significant attempts to cultivate students’ autonomy. However, they faced certain problems shared by EFL teachers elsewhere.

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