scholarly journals Discourse and Learner Identity: Representations, Negotiation and Shift in a Saudi EFL Context

2021 ◽  
Vol 17 (2) ◽  
pp. 794-815
Author(s):  
Abdelmagid Abdelrahman Awadelkarim
Keyword(s):  
Learner Identity ◽  
Efl Context

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

scholarly journals Indigenous music learning in contemporary contexts: Nurturing learner identity, agency, and passion

2021 ◽  
pp. 1321103X2095454
Author(s):  
James Isabirye
Keyword(s):  
The Elderly ◽  
Transfer Of Knowledge ◽  
Contributing Factors ◽  
Music Learning ◽  
Learner Identity ◽  
School Settings ◽  
Indigenous Music ◽  
The Social ◽  
Musical Interactions ◽  
Successful Transfer

I studied the revival project that involved teaching and (re)learning of a nearly extinct music tradition of the Basoga people from Uganda, to find out what might be learnt about and from those learning processes, and insights that might be applicable in formal educational settings. The revival project activities were documented (with participants’ permission) and publicized through a large number of audio and audiovisual recordings, photographs, and reports from community and school settings. Treating this documentation as extant data, I engaged in a qualitative analysis of the social and musical interactions between and among the two surviving master musicians and the youths to understand the nature and meaning of these learning experiences. Emergent themes reflected that nurturing identity, agency, and joy-filled passion among the learners were the main contributing factors that facilitated a successful transfer of knowledge and skills from the elderly master musicians to multitudes of youths.

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