Breaking with Chinese cultural traditions: Learner autonomy in English language teaching

Ho, Judy Woon Yee; Crookall, David

doi:10.1016/0346-251x(95)00011-8

Cited by 178 publications

(98 citation statements)

References 4 publications

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“…Also, in this study, as previously mentioned, outside tasks and activities proved to increase learners' autonomy. Contrary to the statement of Ho and Crookall (1995) that autonomy is related to the context of specific culture, in the present study, teachers stated that autonomy is not bound to the culture. The results of the study are also similar to those of Little (1995) and Voller (1997) which showed that autonomy does not mean learning without the help of the teachers and teachers have important role in promoting learners' autonomy.…”

Section: Discussioncontrasting

confidence: 99%

A Survey of the Lecturers' Perception about EFL Azad University Students' Autonomy versus Actual Level of Autonomy

Arshiyan¹,

Pishkar²

2015

TPLS

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Abstract-The present study primarily investigated the relationship between lecturers' perception about learners' autonomy and learners' actual level of autonomy. This study also tried to shed light on the factors that contribute to learners' autonomy. 50 undergraduate students and 22 professors of English major from Islamic Azad University of Bandar Abbas served as the participants of the current study. Two questionnaires, one for students, and one for teachers were chosen as the instruments of the current study. After collecting data through instruments, the statistical analysis was done. The results of the study demonstrated that there is a positive relationship between teachers' perception about learners' autonomy and learners' actual level of autonomy. Furthermore, those factors which foster learners' autonomy were identified. The present study has also some theoretical and pedagogical implications for both language learners and language teachers.

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Section: Discussioncontrasting

confidence: 99%

A Survey of the Lecturers' Perception about EFL Azad University Students' Autonomy versus Actual Level of Autonomy

Arshiyan¹,

Pishkar²

2015

TPLS

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“…There is no doubt that teachers should assume various roles in autonomous learning environment. Some research papers have discussed teachers' roles in relation to promotion of learner autonomy (Ho, 1995;Reid, 1996;Yang, 1998;Hua, 2001;Wang, 2002;. Teachers should assume more roles and responsibilities in autonomous learning context rather than the unidirectional role as knowledge purveyor in the traditional teaching context.…”

Section: Theory and Practice In Language Studiesmentioning

confidence: 99%

“…A lot of papers at home and abroad have attached much importance to this point (Ho, 1995;Reid, 1996;Yang, 1998;Hua, 2001;Wang, 2002;Xu & Xu, 2004 etc. ), and English teachers are seen to have an important role in facilitating learner autonomy in English teaching.…”

Section: Introductionmentioning

confidence: 99%

A Study on College English Teachers' Role in Developing Learner Autonomy

2015

TPLS

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Abstract-The present paper attempts to investigate students' beliefs about college English teachers' role in developing learner autonomy by putting forward three research questions. The answers were explored through the designed questionnaire. The results of the study indicate that as for teachers' role in developing learner autonomy, students' perceptions are in conformity with those of experts and teachers'. From students' perspectives, in developing learner autonomy, teachers are considered to have a major role in teaching students' English learning strategies, monitoring and evaluating students' English learning process in various ways, developing students' positive affection and overcoming negative counterpart, and creating the appropriate English learning environment. It has also been found that some of teachers' actual behavior doesn't match students' expectations. Additionally, LB and LC students are found to be more likely to believe that they can autonomously learn English well without teachers' instruction than LA ones. LC students more favor their English teachers to encourage them to take part in class communicative activities to practice English than LB ones.

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“…Such social constructive learning on the SM site is proactive autonomous learning, whereas the involvement of the students in the study of Gutierrez-Santiuste and Gallego-Arrufat (2015) is reactive autonomous in that the professors set the learning agenda and the students are expected to work on that agenda independently. Some scholars (Ho & Crookall, 1995;Littlewood, 1999) argue that due to socio-cultural characteristics, Chinese students can find it challenging to take an autonomous learning approach. However, the participants' experiences have unfolded a very different story -they are highly autonomous learners who have taken own learning beyond the formal setting of university programmes.…”

Section: Findings and Discussionmentioning

confidence: 99%

Are social media applications a facilitator or barrier to learning for tourism and hospitality management students?

2016

Research in Hospitality Management

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Breaking with Chinese cultural traditions: Learner autonomy in English language teaching

Cited by 178 publications

References 4 publications

A Survey of the Lecturers' Perception about EFL Azad University Students' Autonomy versus Actual Level of Autonomy

A Survey of the Lecturers' Perception about EFL Azad University Students' Autonomy versus Actual Level of Autonomy

A Study on College English Teachers' Role in Developing Learner Autonomy

Are social media applications a facilitator or barrier to learning for tourism and hospitality management students?

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