Autonomous Learning Capacity of Efl Student Teachers

Genç, Gülten

doi:10.18298/ijlet.483

Cited by 12 publications

(10 citation statements)

References 12 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As a result, learners seem to show difficulty in breaking out of the institutionalized learning patterns, even in autonomous learning contexts as early adults. This aspect was also acknowledged by Genç (2015) who investigated the influence of personal factors towards the autonomous learning capacity of students and teachers in foreign language majors. He found that patent curriculum design has somehow 'crippled' students' opportunity and ability to modify and rearrange it.…”

Section: Statements Meanmentioning

confidence: 90%

Student’s strategies in online autonomous English language learning

Inayati

Rachmadhani

Utami

2021

jees

View full text Add to dashboard Cite

This study investigates the integration of online technology by English language learners, especially those done in autonomous learning. To be more specific, this study aims to discover how systematic is students’ strategies in online autonomous language learning and the supports they expect from the educational institutions and teachers/lecturers in terms of conducting effective online autonomous learning. This study mainly employs survey design which is supported by interview. The population of the study was the undergraduate students of English Language Education Department in a private university in Malang, East Java, Indonesia. The findings suggest that learners were less systematic in their strategy use when conducting autonomous language learning. They showed lack of long term goal setting and reported difficulty in evaluation, and mostly resort to short term planning, resource finding and execution of learning. For the reasons, avoidance of classroom-like feeling and not knowing how to evaluate was repeatedly noted. Further, they also reported high expectation of teachers and institutions’ support and assistance in conducting autonomous language learning. The current study and some previous studies in the area have noted that learners tend to consider goal setting and evaluation as teachers’ areas, influenced by the fixed curriculum imposed in schools and university. As such, some flexibility in curriculum enactment is proposed and stronger intervention by teachers and institutions to support learners’ autonomy are proposed.

show abstract

Section: Statements Meanmentioning

confidence: 90%

Student’s strategies in online autonomous English language learning

Inayati

Rachmadhani

Utami

2021

jees

View full text Add to dashboard Cite

show abstract

“…Dafei (2007) adds that learners can be defined as autonomous if they are responsible with the five aforementioned aspects proposed by Holec. According to Genc (2015), these five aspects are interrelated to four co-occuring behavioral syndrome factors namely (a) desire, (b) resourcefulness, (c) initiative, and (d) persistence.…”

Section: The Concept Of Learning Autonomymentioning

confidence: 99%

“…According to Ponton & Rhea (2006) resourcefulness is considered as an active approach fostered by desire to seek for more knowledge and solution. Genc (2015) adds that the autonomous learner will actively search for resources that are useful for him or her in the learning experience. Moreover, resourcefulness measures the degree to which a learner anticipates the benefits of learning, whether to prioritize learning over non-learning activities, and solving problems encountered that interfere learning desire (Ponton, 2018).…”

Section: The Concept Of Learning Autonomymentioning

confidence: 99%

An Investigation of Students Autonomous Learning Performance during Covid-19 Outbreak: A Case Study

Mahendra

2021

ELLITE. j. Engl. lang. literature. teach

View full text Add to dashboard Cite

Covid-19 outbreak has brought a great disruption to instructional process. Needless to say, the goal of instructional process needs to shift from student centred learning to promoting learner autonomy. Yet, it is important to conduct a study which learn the students’ capacity to be autonomous. This present study aims at investigating learners’ autonomous learning capacity during this outbreak. The researcher employed a mix method design where the data obtained were presented in both quantitative and qualitative perspectives. There are total 30 higher education students chosen to be the subjects of the present study. The data were gathered through different instruments; questionnaire and semi structured interview. The questionnaire comprises five major aspects in measuring learners’ capacity in autonomous learning. In order to achieve the credibility of the data, the researchers’ employs triangulation of data. The results of the study showed that learners have the capacity of autonomous learning to some extent. Learners are quite self-directed in the aspects of defining content and progression, monitor the procedure of acquiring knowledge, and doing self-evaluation. Meanwhile, the aspects of setting objectives and selecting method to learn need to be improved. The findings imply that optimization of learning is a must despite all boundaries that challenge both learners and educators.

show abstract

“…There were 26 statements. The statements were composed based on autonomy learning activity, such as students capability in understanding learning objective, preparing personal study plan, implementing learning strategy, monitoring learning strategy, and evaluating learning activities (Genç, 2015). The questionnaire was distributed to the students via online through Google form.…”

Section: Introductionmentioning

confidence: 99%

Autonomous Learning Capacity of University Students’ during the COVID-19 Pandemic

Hardi

Rizal

Noviardila

2022

AIJP

View full text Add to dashboard Cite

The research aimed to describe the students’ autonomous learning capacity during the COVID-19 pandemic. Descriptive quantitative research was conducted with 269 students of Education faculty, the University of Pahlawan as the research sample that was selected through a simple random sampling technique. The questionnaire was used as a research instrument. The questionnaire with four Likert scales was distributed to the sample with five indicators. To analyze the data, the researcher used descriptive statistical analysis. The findings of the research were as follows: 1). The students agreed that they could formulate their own learning objectives. In addition, several learning activities designed are prepared to help them to reach the learning objective. 2). They agreed that they adjusted the study plan by considering personal needs, including the time schedule as detailed as possible. 3). They claimed that they are acknowledged with learning strategy and implement it in the routine learning process intentionally. 4). The students reported that several changes were adapted in terms of learning strategy if it is necessary as well as considering personal capability. 5). They agreed that monitoring and evaluation of the whole learning process are necessary. This study concluded that the integration of technology in the learning process during the COVID-19 pandemic is a positive thing.

show abstract

Autonomous Learning Capacity of Efl Student Teachers

Cited by 12 publications

References 12 publications

Student’s strategies in online autonomous English language learning

Student’s strategies in online autonomous English language learning

An Investigation of Students Autonomous Learning Performance during Covid-19 Outbreak: A Case Study

Autonomous Learning Capacity of University Students’ during the COVID-19 Pandemic

Contact Info

Product

Resources

About