Using podcasts to promote learner autonomy

The article is focused on how podcast can promote learner autonomy. Special attention is given to what learner autonomy is and some basic characteristics of dependent and independent learners. The examples of using podcasts in foreign language teaching are given. Some advantages and disadvantages of using podcasts as well as the criteria for selecting podcasts are enumerated. В статье показано, как подкасты могут способствовать учебной автономии. Особое внимание уделяется тому, что такое учебная автономия, и основным характеристикам зависимых и независимых учащихся. Приводятся примеры использования подкастов в процессе обучения иностранному языку. Перечислены преимущества и недостатки применения подкастов, приведены основные критерии их отбора

Issues of promoting learner autonomy in EFL context

The paper is focuded on investigating the phenomenon of learner autonomy, which has mostly been explored in Europe and the USA and is now attracting attention of researchers and academics in many other countries including Russia. Learner autonomy through a focus on learner reflection and taking responsibility for one’s own learning processes has become a central concern in the recent history of language teaching. However, many language teachers, who are committed to concepts of learnercentredness and autonomy, struggle with the ways to foster learner autonomy or at least to encourage the idea of learner autonomy in language classroom. The study aims at investigating what the most important issues which have a great impact on developing learner autonomy are. Having given special attention to conditions which can insure development of learner autonomy, a model covering seven issues relating to the subject matter has been designed. The authors state that such aspects as choice, goals and needs, support, emotional climate, learning strategies, learner attitude and motivation, and self-esteem should be considered as the goal to promote learner autonomy in EFL context

Developing Student's Motivation to Learn Foreign Language in Tertiary Classroom and Beyond

Correction of time deficit in acquiring the required level of command of English is possible only due to more active use ofextramural activities: student's independent work and project work. Unfortunately, many students, especially those at a lowerlevels of command of language have insufficient motivation to continue their learning. The aim of the paper is to present a setof techniques used to boost motivation to learn English among students of engineering tertiary school. The techniques usedwere partially borrowed from secondary and primary school practice and adapted to suit the new demographics. At the heart ofthe method is the notion to make students use language outside classroom in preselected but non-adapted context: readingexcerpts from Wikipedia, declamation, creative tasks. It is further informed by psychology and builds upon feeling of fulfillmentbinding it with studying English. The method was applied to several group of engineering students and resulted in someincrease in attendance and significant increase in attempts at homework which we interpret as indicators of increasedmotivation. Intensive use of different games, unusual tasks and assignments allowed students to show their creative ability andimagination. The use of authentic materials while a naturally more challenging task is more rewarding not only from linguisticpoint of view, but motivationally as well. Many students regardless their level of English are interested in technology andresults of modern research. This interest may and should be used to boost motivation