15,616 research outputs found

    Combining Student-based Learning Activities with Teacher's Encouragements to Foster Learner Autonomy in Elt

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    Teacher's domination and authority used to prevail the traditional language teaching is now left and replaced by more acceptable concept of teaching. This concept emphasizes on developing the sense of learners' responsibility, independence, or autonomy, for better learning outcome. Autonomous language learners are those assumed to have greater responsibility on their own learning for their own needs. A series of guided practice through a step-by-step manner is needed in order that students can be possibly trained to be autonomous, independent learners. This paper discusses learning activities created and designed by the students combined with teacher's encouragements to foster learner autonomy. Some theories and previous studies on learner autonomy are analyzed to support the discussion. It is believed that the combination between the two important aspects in autonomous language learning will strengthen the efforts of promoting learner autonomy in ELT. Keywords: English language teaching, learner autonomy, autonomous learning, learning activities, teacher's encouragemen

    Learner’s Autonomy in Learning English as a Foreign Language : A Case Study at a State University in Bandung

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    This paper presents the outcome of a case study research which is particularly aimed at investigating dimensions and degree of learner autonomy in EFL learning particularly in an English education program, situations under which learners learn autonomously, and how lecturers’ perception of learner autonomy influences their efforts to encourage learner autonomy. To collect the data, a questionnaire adapted from Murase (2009) was distributed to fourty first-year undergraduate students of a university in Bandung and interview was addressed to nine undergraduate learners and four lecturers. The findings showed that all dimensions of learner autonomy are found and each dimension is reflected in various degrees. The degree of technical and political dimensions of learner autonomy is in respect not as satisfactory as expected. However, the degree of learner autonomy in the psychological and socio-cultural dimension is high enough. There are four major aspects related to situations under which learners learn autonomously, including the subject matter, the lecturer, the time, and the challenging task. The lecturers’ perception about learner autonomy influences their efforts to encourage learner autonomy in their courses. They attempted to promote learner autonomy in terms of the technical, psychological, and social dimensions. It is recommended for further research to investigate learner autonomy in a more specific context of class, for example learner autonomy in a speaking class, in order to get more in-depth data. ; Artikel ini menampilkan hasil penelitian studi kasus yang bertujuan untuk menginvestigasi dimensi dan tingkat learner autonomy dalam kegiatan pembelajaran Bahasa Inggris sebagai bahasa asing khususnya pada program pendidikan Bahasa Inggris, situasi dimana mahasiswa belajar secara otonomi, dan bagaimana persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong otonomi mahasiswa. Untuk mengumpulkan data, sebuah kuesioner yang diadaptasi dari Murase (2009) didistribusikan kepada empat puluh mahasiswa tingkat satu di sebuah universitas di Bandung dan wawancara ditujukan pada sembilan mahasiswa dan empat dosen. Penemuan menunjukkan bahwa semua dimensi learner autonomy ditemukan dan masing-masing dimensi memiliki tingkat yang berbeda-beda. Tingkat learner autonomy dalam dimensi teknis dan politis tidak sesuai harapan. Akan tetapi, tingakt learner autonomy pada dimensi psikologis dan sosial-budaya cukup tinggi. Ada empat aspek yang berkaitan dengan situati dimana mahasiswa belajar secara otonomy, yaitu berkaitan dengan mata kuliah, dosen, waktu, dan tugas yang menantang. Persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong learner autonomy di kelas mereka. Mereka berusaha mendorong learner autonomy pada dimensi teknis, psikologis, dan sosial. Disarankan untuk penelitian selanjutnya untuk menginvestigasi learner autonomy dalam konteks kelas yang lebih spesifik, contohya learner autonomy pada kelas speaking, untuk mendapatkan data yang lebih mendalam

    LEARNER’S AUTONOMY IN LEARNING ENGLISH AS A FOREIGN LANGUANGE : A Case Study at a State University in Bandung

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    This paper presents the outcome of a case study research which is particularly aimed at investigating dimensions and degree of learner autonomy in EFL learning particularly in an English education program, situations under which learners learn autonomously, and how lecturers’ perception of learner autonomy influences their efforts to encourage learner autonomy. To collect the data, a questionnaire adapted from Murase (2009) was distributed to fourty first-year undergraduate students of a university in Bandung and interview was addressed to nine undergraduate learners and four lecturers. The findings showed that all dimensions of learner autonomy are found and each dimension is reflected in various degrees. The degree of technical and political dimensions of learner autonomy is in respect not as satisfactory as expected. However, the degree of learner autonomy in the psychological and socio-cultural dimension is high enough. There are four major aspects related to situations under which learners learn autonomously, including the subject matter, the lecturer, the time, and the challenging task. The lecturers’ perception about learner autonomy influences their efforts to encourage learner autonomy in their courses. They attempted to promote learner autonomy in terms of the technical, psychological, and social dimensions. It is recommended for further research to investigate learner autonomy in a more specific context of class, for example learner autonomy in a speaking class, in order to get more in-depth data. ; Artikel ini menampilkan hasil penelitian studi kasus yang bertujuan untuk menginvestigasi dimensi dan tingkat learner autonomy dalam kegiatan pembelajaran Bahasa Inggris sebagai bahasa asing khususnya pada program pendidikan Bahasa Inggris, situasi dimana mahasiswa belajar secara otonomi, dan bagaimana persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong otonomi mahasiswa. Untuk mengumpulkan data, sebuah kuesioner yang diadaptasi dari Murase (2009) didistribusikan kepada empat puluh mahasiswa tingkat satu di sebuah universitas di Bandung dan wawancara ditujukan pada sembilan mahasiswa dan empat dosen. Penemuan menunjukkan bahwa semua dimensi learner autonomy ditemukan dan masing-masing dimensi memiliki tingkat yang berbeda-beda. Tingkat learner autonomy dalam dimensi teknis dan politis tidak sesuai harapan. Akan tetapi, tingakt learner autonomy pada dimensi psikologis dan sosial-budaya cukup tinggi. Ada empat aspek yang berkaitan dengan situati dimana mahasiswa belajar secara otonomy, yaitu berkaitan dengan mata kuliah, dosen, waktu, dan tugas yang menantang. Persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong learner autonomy di kelas mereka. Mereka berusaha mendorong learner autonomy pada dimensi teknis, psikologis, dan sosial. Disarankan untuk penelitian selanjutnya untuk menginvestigasi learner autonomy dalam konteks kelas yang lebih spesifik, contohya learner autonomy pada kelas speaking, untuk mendapatkan data yang lebih mendalam

    Learner’s Autonomy in Learning English as a Foreign Language : A Case Study at a State University in Bandung

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    This paper presents the outcome of a case study research which is particularly aimed at investigating dimensions and degree of learner autonomy in EFL learning particularly in an English education program, situations under which learners learn autonomously, and how lecturers’ perception of learner autonomy influences their efforts to encourage learner autonomy. To collect the data, a questionnaire adapted from Murase (2009) was distributed to fourty first-year undergraduate students of a university in Bandung and interview was addressed to nine undergraduate learners and four lecturers. The findings showed that all dimensions of learner autonomy are found and each dimension is reflected in various degrees. The degree of technical and political dimensions of learner autonomy is in respect not as satisfactory as expected. However, the degree of learner autonomy in the psychological and socio-cultural dimension is high enough. There are four major aspects related to situations under which learners learn autonomously, including the subject matter, the lecturer, the time, and the challenging task. The lecturers’ perception about learner autonomy influences their efforts to encourage learner autonomy in their courses. They attempted to promote learner autonomy in terms of the technical, psychological, and social dimensions. It is recommended for further research to investigate learner autonomy in a more specific context of class, for example learner autonomy in a speaking class, in order to get more in-depth data. ; Artikel ini menampilkan hasil penelitian studi kasus yang bertujuan untuk menginvestigasi dimensi dan tingkat learner autonomy dalam kegiatan pembelajaran Bahasa Inggris sebagai bahasa asing khususnya pada program pendidikan Bahasa Inggris, situasi dimana mahasiswa belajar secara otonomi, dan bagaimana persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong otonomi mahasiswa. Untuk mengumpulkan data, sebuah kuesioner yang diadaptasi dari Murase (2009) didistribusikan kepada empat puluh mahasiswa tingkat satu di sebuah universitas di Bandung dan wawancara ditujukan pada sembilan mahasiswa dan empat dosen. Penemuan menunjukkan bahwa semua dimensi learner autonomy ditemukan dan masing-masing dimensi memiliki tingkat yang berbeda-beda. Tingkat learner autonomy dalam dimensi teknis dan politis tidak sesuai harapan. Akan tetapi, tingakt learner autonomy pada dimensi psikologis dan sosial-budaya cukup tinggi. Ada empat aspek yang berkaitan dengan situati dimana mahasiswa belajar secara otonomy, yaitu berkaitan dengan mata kuliah, dosen, waktu, dan tugas yang menantang. Persepsi dosen tentang learner autonomy mempengaruhi upaya mereka untuk mendorong learner autonomy di kelas mereka. Mereka berusaha mendorong learner autonomy pada dimensi teknis, psikologis, dan sosial. Disarankan untuk penelitian selanjutnya untuk menginvestigasi learner autonomy dalam konteks kelas yang lebih spesifik, contohya learner autonomy pada kelas speaking, untuk mendapatkan data yang lebih mendalam

    Learner autonomy in educational institutions and the challenges of (human) development in Nigeria and Africa

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    Education makes the human being a fully realized project. It is a catalyst for the realization of the potentialities of humans. This can only be successfully done if it is acknowledged that the individual is full of immense potential. It’s the logic of learner-autonomy and all that it portends. In many an African setting this logic remains far-fetched. Teaching and learning in most African settings do not give room for the full application and realization of learner autonomy. It has grossly affected the realisation of the full potentials of individuals who are to be agents of development. This paper seeks to expose and address the process of teaching and learning in the African (Nigerian) setting in a way that shows how it defies the logic of learner- autonomy which subsequently affects human and social development. It concludes that education should permit learners to exploit their curiosities and creative acumen as major routes to development

    Using Progressive Pedagogies to Enhance Learner Autonomy

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    In this presentation I firstly review different approaches and methods that have been used to teaching English. Based on these approaches and methods, our understanding of how students learn their second language has been greatly enhanced. However, students in the 21st Century have more demands and needs than previously and we now have to use more progressive pedagogies to teach them. Some features of a progressive pedagogical approach are: learners are active participants; teachers are facilitators and guides; there is shared decision-making by the group; learning is seen as part of real-life experiences; and learning is conceptualized as a spiral where knowledge is constructed through experience and social interaction (Peters, 2012). This type of pedagogical approach is student-centred and lends itself to the promotion of learner autonomy. By way of an example I will talk about a university level English for Science course I have been involved in developing and teaching over the past five years. Keywords: Progressive pedagogies, learner autonomy, project learning

    Issues of promoting learner autonomy in EFL context

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    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

    Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates

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    This study investigated the impact of a 12-week problem-based learning (PBL) intervention on three psychological constructs (motivation, locus of control and self-esteem) linked to learner autonomy. Results indicated that there was a significant increase in the students’ intrinsic motivation (P<0.05) and a non-significant shift towards an internal locus of control after the intervention period. Students perceived the benefits of PBL to be the opportunity to work in teams and to consider a wider knowledge base. A short course of PBL was successful in developing learner autonomy and other key employability skills alongside the application of content knowledge

    Learner Autonomy: A Qualitative Inquiry into Indonesian Tertiary EFL Students' Voices

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    This study sought to explore Indonesian tertiary EFL students’ voices on learner autonomy. Specifically, it investigated the students’ conceptualization of the concept of learner autonomy, students’ perceptions of the benefits of learner autonomy, and their perceptions of the factors that hinder and support the development of learner autonomy. The study employed a qualitative design with a case study approach and involved 30 first-year students of two institutions of higher education in Jambi province, Indonesia. The data were collected using semi-structured interviews were analyzed using a thematic analysis following the steps proposed by Braun and Clarke (2006). The results revealed that the students had a limited understanding of the concept of learner autonomy. However, they believed that they would benefit from learner autonomy in terms of timing, learning effectiveness, and learning resources. The students also identified several hindering and supporting factors related to the development of learner autonomy. Practical implications for the Indonesian context are discussed
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