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Dixon, David. "Measuring language learner autonomy in tertiary-level learners of English." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/58287/.
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The thesis aims to explore the viability of using a quantitative instrument to measure language learner autonomy and investigate whether such an instrument has a function in supporting teachers and learners in the development of learner autonomy. The research developed into a critical reflexive approach which probed the theoretical and design issues surrounding the development of a quantitative autonomy-measurement instrument by actually attempting to produce such an instrument. This approach means that I could experience and examine first-hand the theoretical and practical issues which the quantified measurement of autonomy would involve. The main conclusions of this research were, firstly, that the aim of measuring learner autonomy needs to be recast in the light of the research which indicated that it is necessary to understand autonomy as a quality which has only an abstract existence if it is not instantiated in a context. This means that the aim of producing an instrument which measures an abstract universal learner autonomy cannot be achieved. However, such an instrument can be used to monitor learners in autonomyrelevant areas and can serve a useful purpose in scaffolding the learners in their environment in order to facilitate the dialogue which enables a teacher to support the learners better in the development and maintenance of their autonomous learning. Secondly, teacher estimates of their learners' autonomy can be complemented and assisted by using the data provided by the quantitative instrument developed in this research. Another outcome was that the translation of instruments in second language teaching research is an issue which needs to be given more serious consideration and should be carried out in a more principled way than it is currently.
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Murshid, Kinaz. "Understanding learner autonomy from learners' perspectives : insights from adult Syrian EFL learners." Thesis, University of Bristol, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.730820.
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Tsang, Wai-yi Fiona. "Developing learner autonomy through self-access." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31676807.
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Tsang, Wai-yi Fiona, and 曾慧儀. "Developing learner autonomy through self-access." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31676807.
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Maschmeier, Frank [Herausgeber]. "Learner Autonomy in the CLIL Classroom." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2019. http://d-nb.info/1187620335/34.
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Wei, Yi-Chun Sherri. "Understanding students' learner autonomy through practitioner research." Thesis, University of Warwick, 2011. http://wrap.warwick.ac.uk/38507/.
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This thesis reports on practitioner research I conducted over two semesters teaching online listening courses to three different groups of students in Fu-Jen Catholic University in Taiwan. Instead of a typical three-cycle Action Research model starting with a specific target area to improve, I adopted a more flexible exploratory approach allowing a longer evaluative phase before deciding on a focal area. Originally, my interest was to investigate how CSCL (Computer Supported Collaborative Learning) could help students in counteracting the relative isolation of online learning. However, after the first phase, I directed my attention more to the role of reflection as students neglected the online interactions and preferred communicating their ideas with me through reflective accounts and listening diaries. My research questions focused on three areas: the roles of collaboration and reflection, the online modality and issues related to researching learner autonomy. With the aim of exploring development over time, I gathered three kinds of data: pedagogically motivated data including online interactions and student assignments (listening diaries, reflective accounts); additional student interview and evaluation data; my fieldnotes and observation data documenting how I managed the three courses. Therefore, all the data collected was textual and qualitative in nature. Different approaches to data analysis were applied to different datasets. Grounded theory was applied to the interview data to allow themes and codes to emerge, whereas I-statement analysis and some predetermined coding categories were applied to the diaries and reflective accounts. The findings are structured according to the three areas of investigation. First of all, regarding collaboration and reflection, the success/failure of collaborative tasks depends greatly on task design configuration, while diarykeeping indeed serves as an effective pedagogical tool to raise students’ awareness of their learning processes and heighten their sense of ownership. Based on this understanding, teachers can create a space for reflection by marking regular opportunities for reflection and offering guiding questions. Secondly, regarding the online modality, the success of the online interactions contributed to students’ sense of ownership, which is closely related to their perception of what a listening course should be like and their identity as college students. Lastly, regarding issues related to researching learner autonomy, combining both Action Research and Exploratory Practice principles is beneficial to ensure that the teacher-researcher does not impose the research agenda onto learners. When data elicitation tools and data analysis techniques are also pedagogically motivated, the findings can authentically represent the picture of students’ learning. In viewing the development of learner autonomy as a learning process, considering cognitive, affective and behavioural domains can help us to understand learners’ perceptions and metacognitive strategies which are not easily observable from their learning behaviours. Furthermore, the data reveals that motivation and strategies interplay with learner autonomy throughout the process of learning.
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Ogawa, Kyoko. "EFL learner autonomy and unfamiliar vocabulary learning." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/174127.
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CITE/Language ArtsEd.D.
The notion of learner autonomy is one of the major theoretical constructs studied in L2 learning. Drawing on Deci and Ryan's (1985) Self-Determination Theory (SDT), I sought to investigate and describe L2 learner autonomy and how an educational intervention influences it. The SDT conceptualizing human motivation for learning as existing on a continuum from extrinsic to intrinsic motivation provides ways of measuring learner autonomy and a rationale for educational interventions for developing it. First, Japanese adult EFL learners' characteristics were described in terms of learner autonomy-related psychological constructs (motivation, affect, and strategy use) according to levels of learner autonomy based on SDT. Second, the adapted VSS yielded significant effects on the participants' vocabulary learning and L2 learning anxiety (for the high and low autonomous motivation groups) and social strategy use (for the low autonomous motivation group). Third, the implementation of the adapted VSS into the adult L2 English classes was considered in terms of the development of linguistic and autonomous forms of learning quoting from the participants' quantitative and qualitative responses for this approach.
Temple University--Theses
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Nguyen, Nga Thanh. "Learner autonomy in language learning : teachers' beliefs." Thesis, Queensland University of Technology, 2014. https://eprints.qut.edu.au/69937/1/THANH%20NGA_NGUYEN_Thesis.pdf.
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This case study research investigated the extent to which Vietnamese teachers understood the concept of learner autonomy and how their beliefs about this concept were applied in their teaching practices. Data were collected through two phases of the study and revealed that teachers generally lacked understanding about learner autonomy; there was an alignment between this lack of understanding and teachers' actual teaching practices regarding learner autonomy. The findings of this study will provide teachers and policy-makers new insights into learner autonomy against the backdrop of educational reforms in Vietnam.
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Mynard, Joanne. "Synchronous computer-mediated communication and learner autonomy in female Emirati learners of English." Thesis, University of Exeter, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288249.
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Rebenius, Inga. "Talet om learner autonomy : språkinlärning, autonomi och ett demokratiskt medborgarskap : ett gränsland till moralfilosofi /." Örebro : Pedagogiska institutionen, Örebro universitet, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-961.
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Mutlu, Arzu. "The Role Of Call In Promoting Learner Autonomy." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12610274/index.pdf.
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In this study, four aspects of learner autonomy within the context of CALL were investigated so as to find out whether CALL environments contribute to the development of learner autonomy. Two groups of students, in total 48 preparatory school students, at intermediate level in the Department of Foreign Languages at a private university in Ankara were chosen to take part in the study. First&rsquothe students&rsquo
language learning strategy use was explored. Then, only one group of students was given a five-week language learning strategy training through CALL. During the training, their motivation levels, willingness to take responsibility for learning and involvement in out-of-class studies were scrutinized. In order to reach the aforementioned goals, both qualitative and quantitative data were collected by the help of questionnaires, semi-structured face-to-face interviews, observations, e-learning diaries kept by the strategy training group and a five-week language learning strategy training through CALL. In order to reach the aim of the study, the data were collected in the form of pre-test and post-test for the language learning strategies of the learners from both groups to be analyzed and evaluated. Besides, both groups were observed by the instructors in order to address motivation, taking responsibility for learning and engaging in out-of-class study. However, only the students in one group were given a five-week language learning strategy training through CALL, and they were interviewed before and after the training and they kept e-learning diaries. The findings indicated that the five-week language learning strategy training helped the students in the strategy training group to improve their use of language learning strategies as well as increasing their motivation, encouraging them to take responsibility for their learning and engage in out-of-class activities. However, when compared to the students in the strategy training group, the students who did not get the five-week language learning strategy training through CALL did not show many uses of language learning strategies, high motivation levels, willingness to take responsibility and engage in out-of-class activities. Since the main aim of this study was to foster learner autonomy by the help of CALL, this study attempted to suggest ways to help learners to use language learning strategies, increase their motivation, take responsibility for learning and engage in out-of-class. Keywords: CALL, learner autonomy, learning strategies, motivation, taking responsibility, out-of-class study, language learning
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Salbego, Nayara Nunes. "Language learner autonomy in a distance education program." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/123347.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos Linguísticos e Literários, Florianópolis, 2014.Made available in DSpace on 2014-08-06T18:06:20Z (GMT). No. of bitstreams: 1 326640.pdf: 1210396 bytes, checksum: edc8fc62695b17447b4399ee821dd1f0 (MD5) Previous issue date: 2014
Este estudo teve o objetivo de analisar a percepção de alunos e de tutores com relação à forma como iniciativas autônomas fomentaram o desenvolvimento das quatro habilidades em Inglês (ler, escrever, ouvir e falar) ao longo do Curso de Letras Inglês Licenciatura a Distância oferecido pela Universidade Federal de Santa Catarina (2009-2013). Investigou-se (a) quais iniciativas autônomas ajudaram os alunos desenvolver suas habilidades linguísticas em Inglês; (b) como os alunos perceberam suas próprias iniciativas para o desenvolvimento das quatro habilidades; e (c) a visão dos tutores sobre o papel da autonomia no desenvolvimento das quatro habilidades dos alunos. Para coleta de dados, 21 alunos do curso responderam um questionário online que abordava o conceito de autonomia relacionado ao desenvolvimento linguístico no curso; 20 deles escreveram um texto reflexivo sobre o mesmo tema; e 4 destes foram entrevistados. Além disso, 2 tutores presenciais de polo foram entrevistados, a fim de se ter a perspectiva deles quanto às iniciativas autônomas dos alunos. Pesquisadores como Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); e Paiva (2005, 2006, 2011), os quais teorizaram sobre o tema autonomia de aprendizes de línguas, serviram de suporte para análise dos dados. Uma análise qualitativa dos resultados mostrou que os alunos veem iniciativas autônomas como necessárias para o desenvolvimento das quatro habilidades no curso. Eles apresentaram diferentes exemplos de iniciativas e ações que eles tomaram, as quais auxiliaram no desenvolvimento linguístico. Da mesma forma, os tutores também consideraram que os alunos se beneficiaram por assumir a responsabilidade pelos seus processos de aprendizagem.
Abstract : This study aimed to analyze students' and tutors' perceptions on how autonomy initiatives fostered the development of the four skills in English (reading, writing, listening, speaking) throughout the Distance Education (DE) English teacher education program offered by Universidade Federal de Santa Catarina (2009-2013). It investigated (a) what autonomy initiatives helped students develop their language skills in the program; (b) how students perceived their own autonomous initiatives for the development of language skills in English; and (c) how the tutors perceived autonomy assisting students? language skills development. For the data collection, 21 students from the Distance Education (DE) program answered an online questionnaire regarding the concept of autonomy and their language skills development in the program; 20 wrote a reflective report on the same topic; and 4 were interviewed regarding their answers in both the questionnaire and reflective report. In addition, 2 on-site tutors were interviewed concerning their view on autonomy initiatives students presented. Researchers such as Holec (1981); Dickinson (1992, 1994); Cotterall (1995); Dias (1994); Finch (2002); White (1999, 2003, 2004, 2006); Moreira (1994); and Paiva (2005, 2006, 2011), who theorized about language learner autonomy, enlightened the discussions and data analysis. A qualitative analysis of the results showed that students perceived autonomous initiatives as necessary and positive concerning the development of the four skills in the program. Students presented different characteristics and actions of autonomous learners. In their perceptions, such characteristics and actions fostered their language development. Tutors also saw students benefiting from their attitude in taking responsibility for their own learning processes.
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Willis, Jillian Ellen. "Towards learner autonomy : an assessment for learning approach." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45498/1/Jill_Willis_Thesis.pdf.
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Using Assessment for Learning (AfL) may develop learner autonomy however, very often AfL is reduced to a set of strategies that do not always achieve the desired outcome. This research adopted a different approach that examined AfL as a cultural practice, situated within influential social relationships that shape learner identity. The study addressed the question “What are the qualities of the teacher-student relationship that support student learning autonomy in an AfL context?” Three case studies of the interactions of Queensland middle school teachers and their classes of Year 7, 8 and 9 were developed over one year. Data were collected from field notes and video recordings of classroom interactions and individual and focus group interviews with teachers and students. The analysis began with a close look at the field data. Interpretations that emerged from a sociocultural theoretical understanding were helpful in informing the process of analysis. Themes and patterns of interrelationships were identified through thematic coding using a constant comparative approach. Validation was achieved through methodological triangulation. Four findings that inform an understanding of AfL and the development of learner autonomy emerged. Firstly, autonomy is theorised as a context-specific identity mediated through the teacher-student relationship. Secondly, it was observed that learners negotiated their identities as knowers through AfL practices in various tacit, explicit, group and individual ways in a ‘generative dance’ of knowing in action (Cook & Brown, 2005). Thirdly, teachers and learners negotiated their participation by drawing from identities in multiple communities of practice. Finally it is proposed that a new participative identity or narrative for assessment is needed. This study contributes to understandings about teacher AfL practices that can help build teacher assessment capacity. Importantly, autonomy is understood as an identity that is available to all learners. This study is also significant as it affirms the importance of teacher assessment to support learners in developing autonomy, a focus that challenges the singular assessment policy focus on measuring performance. Finally this study contributes to a sociocultural theoretical understanding of AfL.
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Pasqualato, Flavia <1994>. "Do EFL Textbooks Develop Learner Autonomy and Responsibility?" Master's Degree Thesis, Università Ca' Foscari Venezia, 2020. http://hdl.handle.net/10579/17100.
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Learner Autonomy theories have demonstrated the significance of learner-centredness approaches in language education and much research has been published supporting the implementation of this police in classrooms. However, although this topic has been investigated from different angles, only a few scholars have investigated the role of textbooks in the promotion of autonomy.
In this scenario, the purpose of this work is to fill this gap in the literature analysing a sample of EFL Textbooks and Grammar Books to observe if pre-packaged materials are powerful instruments in developing autonomy and responsibility in learners.
By using pre-existing tables (Reinders, Nunan and Chamot), both an external (books’ sections) and an internal (exercises) evaluation of the books have been made, demonstrating that these types of material could be strongly improved. In fact, the book design does not encourage learner choices and metacognitive strategies are timidly and only implicitly fostered. For this reason, it can be concluded that EFL textbooks, and so EFL teaching, have not entirely embraced active learning yet.
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Estradas, Madeleine. "Perspectives on teacher autonomy : an investigation into teacher autonomy and its relationship with the development of learner autonomy." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438312.
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Leung, Kit-mui Annie, and 梁潔梅. "Fostering learner autonomy among weak students via information technology." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29664913.
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Sh'e, Ngan-suen Nancy. "Enhancing learner autonomy in English through the use of ICT." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040136.
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Palfreyman, David. "The socio-cultural construction of learner autonomy and learner independence in a tertiary EFL institution." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.344149.
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Sh'e, Ngan-suen Nancy, and 佘雁璇. "Enhancing learner autonomy in English through the use of ICT." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40040136.
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Leung, Tze-tuen Stella, and 梁子端. "Promoting learner autonomy through a drama project: an ethnographic study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B29664548.
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Cripps, Anthony Clayton. "Teachers' views on fostering learner autonomy through a CALL project." Thesis, University of Exeter, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479294.
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Bavendiek, Ulrike. "Portfolios and learner autonomy : the case of undergraduates learning German." Thesis, University of Liverpool, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432992.
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Kehrwald, Jane. "Learner autonomy in the LOTE classroom: a case study of teacher and student beliefs about roles and responsibilities." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00003184/.
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[Abstract]: Learner autonomy in language learning has been described as the ability to take charge of one’s own learning by determining the objectives, defining the contents and progressions, selecting methods and techniques to be used, monitoring the procedure of acquisition and evaluating what has been acquired (Holec, 1979). Few would doubt that learner autonomy in language learning is a positive thing and can lead to learners who are more proficient in the target language. These sentiments are echoed in many language programs, which have as their explicitly stated goal the development of autonomous, self-directed learners. This project is a pilot study with the aim of investigating one such program: the Languages Other Than English (LOTE) (Indonesian) program at a regional public high school.Taking a collective case study approach this investigation sought to determine two LOTE (Indonesian) learners’ and their teacher’s beliefs about roles and responsibilities in the language learning process and how these beliefs are translated into their teaching and learning behaviour. Prior to any interventions aimed at facilitating the transfer of responsibility for the management of the learning process from the teacher to the learner, it is essential to access learners’ and teachers’ beliefs and attitudes as these have a profound impact on their learning and teaching behaviour and erroneous beliefs may lead to less effective approaches to learning, ultimately impacting on learners’ success in language learning (Horwitz, 1987).The data, collected through structured interviews and classroom observations, suggest that the subjects simultaneously exhibit characteristics consistent with and in contradiction to the profiles of autonomous learners and of a teacher who engages in pedagogy aimed at the development of autonomous learners. The two LOTE learners’ beliefs, and their learning behaviour, suggest that they defer responsibility to the teacher for the technical aspects of their learning, such as identifying learning objectives and topics, selecting learning activities and resources. On the other hand, through their expressed beliefs, and from the observed lessons, it appears that the two learners accept some level responsibility for reflecting and evaluating their learning and fully accept responsibility for maintaining their interest and motivations in learning the LOTE. While the LOTE learners defer responsibility for the technical aspects of their learning to their LOTE teacher, the LOTE teacher herself defers responsibility to the LOTE syllabus. However, the LOTE teacher was observediiiworking with learners, helping them to evaluate and reflect upon their learning and maintaining their interest and motivation in learning the LOTE.Recommendations for pedagogy to promote the development of learner autonomy and further research are presented.
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Kultgen, Merrl Kent. "The superintendent's organizational approach to defined autonomy and the goal implementation process as it impacts student success." Thesis, Montana State University, 2010. http://etd.lib.montana.edu/etd/2010/kultgen/KultgenM0510.pdf.
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This single-case study addresses the lack of qualitative research describing the instructional role of the superintendent. Guiding this study are two research questions, "How does the goal implementation process as an element of the superintendent's organizational approach impact student success?" and "How does defined autonomy as an element of the superintendent's organizational approach impact student success?" In 2002 the No Child Left Behind Act instilled a sense of urgency for the education community to implement an accountability reform placing an emphasis on schools to demonstrate effective instructional leadership at the district level. The sense of urgency caused by this political mandate, created a demand for data pertaining to the superintendent's instructional role and in 2006 Waters and Marzano completed their exhaustive quantitative meta-analysis on this subject. Their study discovered statistical data suggesting six responsibilities comprised of 51 observable practices of a superintendent that positively correlate with student success. Despite this effort, the lack of research concerning the qualitative data describing the superintendent's instructional role was still evident. The purpose of this qualitative single-case study was to collect data in a real-life, holistic environment to ascertain if the superintendent's organizational approaches did impact student success. To guide the data collection process, the six superintendent responsibilities were divided into two categories: defined autonomy and the goal implementation process. Waters and Marzano (2006) further broke these two categories into 51 observable practices (propositional theories) that statistically correlated with student success. Through Yin's (2003) guidance this researcher conducted interviews, purposeful observation and document analysis, to pattern-match data with empirical evidence. The findings suggest the organizational approaches of the superintendent did impact student success. Furthermore, new research ground was broken by discovering a process of five observable steps, that when followed will impact student success. The steps are: (1) Develop a shared vision, (2) Implement district goals, (3) Consistently communicate expectations, (4) Allow principals to implement, (5) Hold principals accountable through monitoring.
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Yeung, Yim-king. "The Impact of the process approach to the teaching and learning of writing on the development of learner autonomy in writing in the secondary school classroom in Hong Kong." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B41508695.
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Calvin, Jennifer. "Explaining learner satisfaction with perceived knowledge gained in web-based courses through course structure and learner autonomy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1117203568.
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Williams, Veronika A. "An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/612136.
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The concept of learner autonomy (LA) in second/foreign language education has been the central focus for many researchers (Benson, 2007, 2011, 2013; Holec, 1981; Gu & Nguyen, 2013; Little, 2007, 2009 and others) and has become a part of mainstream practice of language education in some educational contexts; however, there is still a high interest in researching language learner autonomy and ways to foster it. Partially, this renewed interest is due to advances in technology and pedagogy such as self-access centers, distance learning, blended learning and Computer Assisted Language Learning (CALL) in general and changes in educational policies (Benson 2011, 2013). Modern language learners are exposed to various choices in their language education such as numerous learning modes and a variety of language learning resources. However, this change means that learners must be capable of making informed decisions about their language education and taking some control over it in order to become successful and maximize their learning experience. There are examples of autonomous learning programs which place autonomy at the center, worldwide. Recently, the Center of English as a Second Language (CESL) at the University of Arizona (UA) created and implemented a new educational practice, Program for Intentional Learning (PIL). The goal of this program is to foster LA as well as equip CESL students with knowledge, skills, tools, and resources to be successful in both language learning and their future American college education. PIL is a hybrid program in terms of combining different approaches to fostering LA: resource-based, technology-based, curriculum-based, learner-based, and teacher-based (Benson, 2011).Responding to Benson's (2011) and Nguyen's (2012) call for more rigor in research on LA and educational interventions to promote LA, this dissertation follows the guidelines proposed by Nguyen (2012): a) having a clear operationalized definition of LA, (b) implementing both quantitative and qualitative research methods, and (c) piloting and validating tools. This dissertation examines the effectiveness of the PIL program in terms of its capacity to foster LA and to help CESL students to become more successful in learning English. The evaluation of the program was conducted as a multiple-case study of four participants with a mixed-method research design. The present study draws upon a main survey which measures a degree of LA as pre- and post-test, interviews with case study participants and their instructors, learning diary, and action plan comparison. Even though the comparison of pre- and post-survey scores revealed that only two case study participants had a significant change towards greater LA, all four participants reported changes in their learning behaviors. These changes point to a higher degree of LA, and all participants shared a positive overall evaluation of the PIL workshops. The study suggests that this type of educational intervention to promote LA can be effective, especially in developing metacognitive knowledge and skills, increasing participants' motivation and changing their attitude towards language learning and their teachers.
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Birtle, Malcolm. "Developing learner autonomy and process improvement in software engineering team projects." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337459.
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Blin, Françoise. "CALL and the development of learner autonomy : an activity theoretical study." Thesis, Open University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422025.
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Liu, Ping. "Learner perception, interaction and autonomy: college English learning in extracurricular contexts." Thesis, The University of Sydney, 2014. http://hdl.handle.net/2123/13949.
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This study investigated the dynamics of tertiary students’ English learning experience in extracurricular contexts (LEC) in China. Informed by Vygotsky’s social constructive theory (Vygotsky & Cole, 1978), particularly the concepts of the Zone of Proximal Development (ZPD) (Vygotsky & Cole, 1978), scaffolding (Wood, Bruner, & Ross, 1976), interaction (Vygotsky & Cole, 1978) and autonomy (Holec, 1981), the research examined learner perception of English learning in a non-target language environment beyond the classroom. Learning in extracurricular contexts (LEC) involved a range of extracurricular activities which were non-credit bearing programs designed by teachers to “entertain, instruct, and/or provide exercise of interests and abilities” (Taylor & Chiogioji, 1988, p. 102). This study provided a detailed analysis of LEC materials and tasks, levels of scaffolding, interaction patterns and ways to promote autonomous learning. The triangulation of data sources was achieved using the mixed methods of document collection, questionnaires, interviews and learner diaries. Quantitative data from 304 questionnaires were analysed via the Statistical Package for Social Sciences (SPSS) 18.0 and qualitative data from related curriculum programs, interviews and learner diaries were transcribed, analysed and categorised by opening and axial coding. Findings from the data analysis were consistent with studies from relevant research (Li, An, & Sun, 2005; Sanprasert, 2010; Tian, 2014), such as extracurricular activities which could serve as an effective supplement to College English teaching and could have an effect on students’ perceptions of English language learning in the aspects of students’ confidence, interests and motivation. Furthermore, the provision of a good range of engaging activities could better motivate learners to learn the target language in an informal linguistic environment. Learning structured in a relaxed setting might help lower the affective filter and enhance learners’ language interest. This, in turn, could effectively consolidate the students’ language ability in the short term and allow them to develop their communicative competence in the long term. Nevertheless, it was observed that Chinese EFL (English as a Foreign Language) students tended to participate more in mechanical English learning activities instead of communicative tasks. Moreover, one salient feature of the data was that students’ extracurricular activities participation (EAP) frequency was closely related to their personality and English proficiency. There was a correlation between the changes in students’ EAP and changes in their perceptions of English language learning. For example, a high EAP frequency of LEC could lead to increased learner interest and confidence in English extracurricular activities, improved motivation for their English studies and an enhanced understanding of how language should be learned. The results helped establish an empirical and theoretical base for developing a conceptual framework, informed by learner autonomy, interaction, the ZPD and scaffolding, to guide College English learning and teaching in China. Based on the findings, a dynamic language learning framework was developed to better inform the design and delivery of College English learning in the EFL extracurricular context. The study concluded that LEC could positively impact students’ English learning perceptions. Suggestions for the development of extracurricular activity programs were provided. A key implication for the English curriculum in the Chinese EFL context was to develop a framework for EFL pedagogy that included extracurricular activities as an integral part of English teaching and learning in China. The framework might also be replicable in teaching and learning English in similar educational contexts.
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Al-Sadi, Hashil. "Learner autonomy and voice in a tertiary ELT institution in Oman." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/9294/.
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Learner autonomy was first defined as the learner’s capacity to take charge of his or her own learning (Holec, 1981). It has become part of the current orthodoxy of language learning and teaching research and practice (Benson, 2009a). However, issues such as what learner autonomy might mean, how it is practised and how it may contribute to language learning, especially from learners’ perspectives, are under-researched in the Omani context. In addition, research on how Omani learners themselves define their roles in language learning and how their definitions might link to their behaviour in and outside the classroom is seriously lacking. This study therefore is an attempt to explore such issues in the Omani context through listening to the learners themselves. The main goals of this study were to find out what we could learn from students’ voices about their language learning and language learning context and how learner autonomy might manifest itself through these voices. Drawing on constructivism and interpretivism traditions, the study employed First-Language Reflective Group Conversations (L1-RGCs) and Reflective Journals to gain qualitative data from a sample of fifteen post-foundation undergraduate students in a tertiary English as a Foreign Language (EFL) institution in Oman. Unlike the research on English Language Learning and Teaching (ELLT) in the Omani context, which suggests that learners are teacher dependent and lacking the capacity for autonomous learning, the findings of the present study suggest that students’ actual capacities for language learning have been largely underestimated and misrepresented. Students do appear to be metacognitively aware of the benefits and conduct of autonomy in language learning and do exercise their agency in language learning, for example in out-of-class language learning situations. Students’ autonomous learning behaviour, however, has been found to be greatly conditioned by the learners’ own learning needs and agendas as well as the learning environment itself. The present investigation also revealed a disparity between how the students perceive their roles in and responsibility for learning and how they actually experience them in their daily learning situations. The present study points to avenues for additional research on learner autonomy, especially on ways of exploring students’ awareness (or insider perceptions) of their roles in and responsibility for language learning and how such awareness could help them become more reflective learners.
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Vanijdee, Alisa. "Language learning strategy use, interaction with self-instructional materials, and learner autonomy of Thai distance language learners." Thesis, University of Reading, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365377.
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Huang, Jing. "Autonomy, agency and identity in foreign language learning and teaching." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B41757981.
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Olofsdotter, Borg Helena. "Learner Autonomy in English course books : To individualise or not to individualise." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-8296.
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This essay looks into the use of Learner Autonomy, LA, in three different English course books of the upper secondary school level as well as in the curriculum for the non-compulsory school system, Lpf94. The essay also holds a discussion about what LA entails with the help of studies conducted by known LA researchers. The main aim of the essay is to find out if working with course books can be a way to incorporate LA in the classroom. The results do show that the use of LA or its building blocks are present in all three books as well as in the Lpf94. As to the main aim of the essay this study cannot fault the use of course books as a way to achieve LA in the classroom. It does however stress how the teacher uses the course books as well as how the pupils use them.
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Davison, Gillian. "Investigating the relationships between authentic assessment and the development of learner autonomy." Thesis, Northumbria University, 2011. http://nrl.northumbria.ac.uk/2354/.
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The research is based within higher education, focusing on four undergraduate modules in a university in the north of England, United Kingdom. The research explores the relationships between authentic learning activities and the development of different 'types' of learner autonomy. Assessment for Learning provides a pedagogic framework for the research and positions and defines authenticity and autonomy within this perspective on learning and assessment. The research aimed to explore the (potential) relationships between authentic (formative and summative) assessment practices and the types of autonomy, learner behaviour or development which emerged from this type of approach. The research examined authentic learning activities developed within academic modules which were non-vocational in nature (curriculum which was not linked to any professional awarding body). The 'authentic' learning activities were placed within a situated paradigm of learning and a constructivist view of knowledge. An interpretive, qualitative research design was employed, with twenty student and four tutor respondents. The research identified tutor and student constructions of authenticity and outlined the different types of learning autonomy which emerged from these constructions. Factors which inhibited and promoted development are discussed. When authentic learning activities were seen as relevant and meaningful by learners' and were framed and conceptualised within a pedagogic structure which supported student learning, a range of autonomous learning behaviours were observed. These behaviours were seen to develop in a complex 'layering' process, dependent for development on the presence of other 'types' of autonomy, to enable the 'building' of an overall autonomous learning capacity. The thesis presents two theoretical models which offer a contribution to the understanding of the ways in which authentic learning activities may contribute to the development of learner autonomy.
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Mose, Patrick O. "A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274.
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Al, Ghazali F. A. M. "Learner autonomy in the UAE context : an investigation of students' beliefs and conceptions of autonomy in learning English language." Thesis, University of Salford, 2011. http://usir.salford.ac.uk/27371/.
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This study investigates the beliefs of United Arab Emirates (UAE) secondary school students about autonomy in learning English. Given the extreme language diversity in the UAE, it is imperative that Emirati citizens excel in English due to its position as the lingua franca of the business and social segments. In second language learning, autonomy is presented as a promising learning construct associated with effective learning (Little, 1999). It is also seen as a multi-faceted theme with psychological and philosophical ramifications, which does not exist in one form or degree (Benson and Lor, 1999). This variation makes it impossible to have one version of autonomy that can be applicable in all contexts. It is accordingly necessary to investigate students’ beliefs about autonomy in their context to understand how they interpret it, the factors that influence practising it, and the possibilities of promoting it from the standpoint of students themselves. Two instruments were used in this study. Focus Group Interviews (FGIs) provided a research instrument to identify students’ representations of autonomy and these were used to devise questionnaire items for subsequent wider use. A Likert-type questionnaire was then applied to investigate the attitudes of a large sample of respondents (523 students) regarding the ideas originating from participants’ contributions in the FGIs. Based on the thematic analysis of data in the FGIs and factor and descriptive analyses of students’ responses to the questionnaire items, it was found that the sociocultural context, economic features, and curricular system all have great impact on students’ understanding of autonomy in their context. The analysis also showed that the form of autonomy exhibited by students is influenced by their linguistic needs and learning agenda. XV Course-oriented autonomy and proficiency-related autonomy are two forms students practise simultaneously in pursuit of learning objectives. The data also showed that the UAE students did not interpret autonomy as synonymous with total detachment or solitude; they believe teachers have facilitating roles in enhancing their autonomy. The discussion of results showed how the concepts of particularity, practicality, and possibility (Kumaravadivelu, 2001) are represented in the UAE setting. The thesis argues that enhancing autonomy requires improving the learning context to allow more opportunities for students to express the autonomy they already have.
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Kao, Shu-Hua. "The development of learner autonomy in Taiwanese primary school learners of English : a theoretical model, framework and practice." Thesis, University of Nottingham, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438280.
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Chuk, Yim-ping Joanne. "Learning to teach, teaching to learn a longitudinal study of student teachers' autonomous development /." Click to view the E-thesis via HKUTO, 2010. http://sunzi.lib.hku.hk/hkuto/record/B4401417X.
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Гнаповська, Людмила Вадимівна, Людмила Вадимовна Гнаповская, and Liudmyla Vadymivna Hnapovska. "Learner-centred Language Teaching: Teacher-Learner interaction Formats." Thesis, ХНУ ім. В.Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60131.
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The abstract dwells on the key issues related to the necessity of changing teacher-student partnership formats in the context of learner-centred approach to teaching foreign languages. The interpretation of "learner-centredness" as a concept is put into the humanistic perspective, the perspective of practical necessity, and the curriculum design perspective.Тези розглядають основні питання взаємодії викладача та студента у контексті студентоцентричного підходу до викладання іноземних мов. "Студентоцентризм" як концепт інтерпретується з точки зору гуманістичної перспективи, практичної необхідності зміни форматів співробітництва викладача та студента та перспектив розробки навчальних робочих програм з іноземних мов.
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Ivarsson, Daniel, and Fredrik Pihl. "Learner responsibility in the English classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35831.
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This paper is the result of a case study of learner responsibility in English language teaching at an upper secondary school. With the implementation of Gy11, the new curriculum for the upper secondary school in Sweden, learner responsibility has been introduced as an obligatory goal. However, in the steering documents the concept is not clearly defined. As a result the implementation of learner responsibility is dependent on the interpretation done by the schools. The purpose of this project was to explore how some students, teachers and head teachers perceive learner responsibility in relation to teaching and learning. The empirical study consists of observations and interviews with two head teachers, two teachers and eight students. Our results show that both students and teachers are happy with the opportunities for learner responsibility provided.Furthermore, they highlight it as something important. Both the head teachers and theteachers emphasise the importance to view the implementation of learner responsibility as an on-going process which the teachers are responsible for. In addition the students express that they are more motivated in their English studies as a result of being allowed more influence over their learning process. Lastly, the head teachers highlightmotivation and understanding as key factors for learner responsibility.
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Anderson, Victoria. "Language Learner Autonomy: Both Sides of the Coin : A study of EFL teachers' and students' perceptions of autonomy in Spain." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-122476.
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Learner autonomy has become the latest buzzword in the world of EFL pedagogy and practice, but what do contemporary practitioners and learners of EFL understand by learner autonomy, what do they believe it is, and do they consider it to be valuable? The purpose of this mixed-methods study in Spain is to garner teacher and student perceptions of this popular notion – to identify and compare their beliefs and understandings of autonomous learning and learners within the Spanish EFL context. Specifically, we are focused upon a comparative interpretation of the desirability and feasibility of autonomous learning habits, decisions and abilities. Research findings extracted through both an online questionnaire and six follow-up interviews demonstrate that teachers and students share predominantly positive views of autonomy, however students are more enthusiastic about extending their decision-making in the classroom than their learning abilities and capacities. Several gaps between teacher/student perceptions, and desirability/feasibility are identified, with teachers' data also serving to suggest several possible restrictions upon autonomy that may stunt it's progression in the EFL classroom.
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Darasawang, Pornapit. "Developing learner autonomy through the use of a Revised Learner Training Programme (RLTP) in King Mongut's University of Technology Thonburi." Thesis, University of Edinburgh, 2000. http://hdl.handle.net/1842/29085.
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This thesis reports case study research on the effectiveness of a revised version of the original learner training programme (RLTP) which had been integrated into a compulsory English course at King Mongut's University of Technology Thonburi. The RLTP aimed at providing an environment which encouraged learner autonomy expressed in such features as freedom in learning, an opportunity to make decisions in learning as well as hands-on experience in independent learning so that the students would develop positive attitudes towards being autonomous in learning. It also emphasised the use of metacognitive strategies which helped the students to be self-directed who knew how to plan, monitor and evaluate their learning performance. The data indicated that the students perceived freedom in learning resulting from being allowed to make decisions in learning, working in groups, and discussing in class. This experience increased the students' motivation to learn English and encouraged them to adopt a deep approach in learning which suggested that they were involved in the learning process actively and interested in the course content. The data indicated the students' improvement of their attitudes to the independent learning mode and confidence to learn by themselves, which might encourage them to undertake the self-study in the self-access centre voluntarily. The data also indicated the effect of the change in relationships between the teacher and the students which made the students feel closer to the teacher. These findings might indicate a greater dependence on the teacher as the students attributed their success and failure in learning to the teacher more at the end of the RLTP. The results from the training on how to use metacognitive strategies indicated that the students used metacognitive strategies more often at the end of the RLTP and they were aware of the usefulness of metacognitive strategies, especially planning. The data suggested factors that might influence the effectiveness of the RLTP; e.g., learning environment and hands-on experience. The data also indicated that the teacher played a role in helping the students to develop learner autonomy.
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Dellenlöv, Johanna, and Pernilla Tonning. "Influence, Responsibility and Awareness - teachers' and students' attitudes and experiences." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28459.
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In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are not at all aware of theconcepts and ideas presented in the steering documents in the same way as the teachers are.Also, the teachers’ and the students’ understanding of these terms differ, something that may lead to a misunderstanding and make it hard to discuss matters connected to student democracy and learner autonomy. A lot of work has to be done in schools in order to make the students more aware and to encourage them to take more responsibility for their learning.
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Mawlawi, Diab Nuwar. "The effects of peer-versus self-editing on learner autonomy in ESL writing." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/7426.
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This thesis reports on an action research study carried out with students attending an English medium university. The action research comprised three cycles, each presented here as a Study. Study One, which investigated the effects of peer-editing on students’ revised drafts as well as on new essays, revealed that the students did not benefit from peer feedback in improving their revised drafts. However, peer-editing helped them write new better quality essays. Results of Study One led to Study Two, which investigated the reasons for the students’ failure to benefit from their peers’ feedback in revising their essays. It showed that the students’ culture of learning played a major role in their giving and receiving of peer feedback. The insight gained from Study Two led me to modify my method of teaching peer-editing before embarking on Study Three, which investigated the same questions as Study One but with two new aspects: 1) Study Three employed an experimental group which engaged in peer-editing, and a comparison group which practiced self-editing, and compared the effects of peer-editing to that of self-editing on the students’ writing. 2) It also tested the students’ ability to correct specific types of language error. Compared to the comparison group, the experimental group significantly improved their writing in revised drafts as well as in new essays. Since both groups received teacher instruction, but only the experimental group had engaged in peer-editing, these results may be attributed to peer-editing. More specifically, the experimental group significantly reduced rule-based language errors in revised drafts but not in new essays. However, non rule-based errors were not significantly reduced either in revised drafts or in new essays. The thesis grounds the results of this action research study in a socio-cognitive theoretical framework of Second Language Acquisition. The study contributes to research by demonstrating the important role of both teacher intervention and peer interaction in developing the students’ writing skills in a way which may lead them to become autonomous writers. It also has important pedagogical implications for teachers as it reveals the benefit of correcting specific, rather than all, language errors in order to bring about some language development in their students’ linguistic knowledge.
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Hsu, Wen-Cheng. "Representations, constructs and practice of autonomy via a learner training programme in Taiwan." Thesis, University of Nottingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415499.
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Hamad, Karmand Abdulla. "Understanding the situation of learner autonomy within the context of higher education in Kurdistan-Iraq." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33927.
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Learner autonomy has been recognised as a desirable educational goal, especially within the domains of adult and higher education. Whereas this has led to a growing body of research addressing learner autonomy across different educational and cultural contexts, there are still contexts, including Kurdistan-Iraq (i.e. the context of this research), which have remained under-researched. On that account, researchers (e.g. Dickinson, 1996; Little, 1999; Palfreyman, 2003; Usuki, 2007) encourage examining learner autonomy within such settings. This research, therefore, was an attempt to understand the realities and complexities of the situation of learner autonomy within a public institution of higher education in Kurdistan-Iraq. To achieve that, this research included students, teachers and senior administrators as participants assuming that these are the major interacting parties that could influence and determine the overall situation of learner autonomy. This study adopted a qualitative case study design within which multiple methods of data collection were used. The data was obtained through classroom observations, focus groups with thirty-four students divided among six groups and interviews with six teachers and five senior administrators. The sample of students, teachers and senior administrators was drawn from five different academic disciplines, namely English, Kurdish, Law, Psychology and Biology across the four distinct existing faculties. The findings generally showed an unsatisfactory situation of learner autonomy within this specific context and there emerged multiple personal, pedagogical, institutional and socio-cultural constraints which altogether seemed to pose serious challenges to the exercise and development of learner autonomy. Apart from that, students turned out to be relatively more autonomous compared to their previous educational experiences and there appeared to be certain behaviours and practices not just among students as a manifestation of their autonomy but also on the part of teachers towards encouraging the sense of autonomy and responsibility among students. However, these autonomous and autonomy-supportive practices and behaviours seemed to be confined to ‘isolated individual efforts’ of some students and teachers which implies that no systematic institutional attempts were present to promote autonomy or at least to create a conducive environment within which autonomy could flourish or be exercised. The findings also indicated that the autonomous behaviours and autonomy-supportive practices appeared to mainly circulate within the non-political form of autonomy which tends to focus on personal learning gains and lack a political dimension which concerns with the need for autonomous capacities to resurge within the social and political life to serve the public good. This seemed to reflect the interpretations and values the participants associated with learner autonomy which were significantly oriented towards the non-political variant of autonomy. This study, therefore, points to the need of further research, particularly action research, aiming at promoting the political understanding of autonomy.
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Wu, King-lok Michael. "A study of the design of ELT textbooks used in Hong Kong secondary schools to what extent are concepts of learner autonomy incorporated into them? /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31648162.
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Kocak, Ayfer. "A Study On Learners&." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217728/index.pdf.
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ABSTRACT
A STUDY ON LEARNERS’
READINESS FOR AUTONOMOUS LEARNING OF ENGLISH AS A FOREIGN LANGUAGE KOÇ
AK, Ayfer MSc, Department of Educational Sciences Supervisor: Prof. Dr. Fersun Paykoç
September 2003, 115 pages The purpose of this study is to investigate whether, or not, students attending English Language Preparatory School at BaSkent University are ready to be involved in autonomous language learning. This study also argues that before any interventions aiming at fostering autonomy are implemented, it is necessary to explore learners&
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readiness for autonomous learning in four different areas. These areas are as follows: (a) Learners&
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motivation level in learning English, (b) Learners&
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use of metacognitive strategies in learning English, (c) Learners&
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responsibility perception of their own and their teachers&
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in learning English and (d) Learners&
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practice of English in the outside class activities. The questionnaire used in the study was administered to 186 students attending Preparatory School of BaSkent University. The data analysis was carried out through quantitative (frequencies, means, standard deviations, t-test and one-way ANOVA) analysis techniques. The results of the study indicated that majority of the students had high motivation. Another result revealed that the students tended to use some metacognitive strategies like self-monitoring and self-evaluation. The third result showed that the learners considered the teacher as more responsible for most of the tasks during their own learning process. Fourthly, majority of the students tended to be spending quite little time for out-of-class activities to improve their English. The fifth result displayed that females and elementary learners had higher motivation in learning English, but a significant difference was not in the motivation level concerning the learners&
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major field. The sixth result pointed out that females used more metacognitive strategies in learning English
however, proficiency level and major field of the learners were not found to be significant factors in the use of metacognitive strategies. The seventh result revealed that responsibility perceptions did not show a significant difference regarding the respondents&
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gender, proficiency level and major field. Finally, the present study indicated that intermediate level language learners tended to do more out-of-class activities in learning English. On the other hand, the frequency of respondents&
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conducting out-of-class activities in learning English did not show a significant difference concerning the subjects&
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gender and major field. Key words: Learner Autonomy, Learner Responsibility, Self-regulated learner.
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Ding, Xin, and 丁鑫. "A study on Chinese teachers' beliefs about learner autonomy in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209661.
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Learner autonomy has been asserted by many scholars as essential to learning, and that the teacher’s role in fostering autonomy is of great importance in the institutional context of learning. In the field of language education, previous studies have looked into teachers’ beliefs in promoting autonomy mainly in the university setting in different regions of the world, such as Omen, Turkey, some countries in Europe and Hong Kong. The teachers were from a range of nationalities and cultures. A certain group of teachers in the primary education field or in a homogeneous cultural context has not been touched on. This study attempts to fill these gaps and focuses on the context of Hong Kong primary schools, aiming to find out Chinese teachers' beliefs about learner autonomy and the possible factors that influence the form of their beliefs.published_or_final_version
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Master of Education