Engaging learners in pronunciation: Developing learner autonomy via an action research approach

Clarke-Jones, Lorna

doi:10.1017/s0261444821000112

Lang. Teach.

2021

DOI: 10.1017/s0261444821000112

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Engaging learners in pronunciation: Developing learner autonomy via an action research approach

Lorna Clarke-Jones

Abstract: Article (Accepted Version) http://sro.sussex.ac.uk Clarke-Jones, Lorna (2021) Engaging learners in pronunciation: developing learner autonomy via an action research approach. Language Teaching. pp. 1-4.

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The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study

Kong

Pan

2023

Language Teaching Research

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Writing is a productive language skill that is difficult to improve and derive confidence from. Despite the abundant studies on product, process, or genre approaches to teaching writing and teachers’ feedback, there is a paucity of research into English as a foreign language (EFL) students’ responsibility for writing improvement and diagnostic writing assessment feedback. The present study employed an action research approach to explore the role of diagnostic writing assessment in promoting Chinese upper-intermediate EFL students’ learning autonomy. Questionnaires, reflective journals, and portfolios were utilized to elicit data, which were analyzed within Benson’s three-dimension learning autonomy framework. It was revealed that the diagnostic writing assessment impacted all dimensions of learning autonomy, helping EFL students form realistic perceptions of their writing abilities, formulate approachable remedial learning goals, select appropriate learning methods and content, monitor learning processes, and evaluate learning outcomes. It was also found that teacher interventions could significantly enhance EFL students’ learning management. This study highlighted the role and tested the feasibility of adopting diagnostic writing assessment to facilitate EFL students’ autonomous learning.

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The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study

Kong

Pan

2023

Language Teaching Research

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show abstract

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Engaging learners in pronunciation: Developing learner autonomy via an action research approach

Abstract: Article (Accepted Version) http://sro.sussex.ac.uk Clarke-Jones, Lorna (2021) Engaging learners in pronunciation: developing learner autonomy via an action research approach. Language Teaching. pp. 1-4.

Cited by 1 publication

References 18 publications

The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study

The role of diagnostic writing assessment in promoting Chinese EFL students’ learning autonomy: An action research study

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