Foreign language learner autonomy in online learning environments: the teachers’ perspectives

Ludwig, Christian; Tassinari, Maria Giovanna

doi:10.1080/17501229.2021.2012476

Cited by 14 publications

(21 citation statements)

References 23 publications

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“…The study also supported the mediating role of metacognitive strategies on the relationship between self-efficacy beliefs and English learning outcomes. The findings with regard to online metacognitive strategies are consistent with the previous studies (Barnard et al 2009;Ludwig and Tassinari 2021;Teng, Wang, and Wu 2021), which all highlighted the great impact of metacognitive strategies on online learning. As argued by Ludwig and Tassinari (2021), the shift to an online environment requires learners to be more autonomous, where they are granted space to take control over the learning process by proactively engaging in strategies such as monitoring, regulating, setting goals, and organizing information.…”

Section: The Mediating Role Of Metacognitionsupporting

confidence: 91%

“…In terms of online learning, learners need 'a proactive attitude' to 'display initiative in their learning and in their performance during the course' (Borges 2007, 5). In other words, foreign language autonomy is a prerequisite for successful online learning, as in such environments an awareness of taking control over learning and being motivated for learning become crucial (Ludwig and Tassinari 2021;Teng 2019). One critical issue is how to keep students motivated and aware of their own cognitive processes during online learning experiences.…”

Section: Metacognitionmentioning

confidence: 99%

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Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

Teng

Yang

2022

Innovation in Language Learning and Teaching

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The Purpose: Despite a large number of studies in online learning, limited studies have focused on language learners' metacognition, motivation, and self-efficacy beliefs in the online learning setting. This study attempts to fill this gap by evaluating how the three factors impact learners' English learning achievement in online learning environments. Design: Surveys were administered two times. Data analyses were based on longitudinal mediation analysis. The participants were 590 undergraduate students in China. Findings: The results showed a positive and significant correlation among the four variables. Overall, self-efficacy beliefs predicted English learning achievement. The findings support the joint mediating role of metacognition and motivation on the effects of self-efficacy beliefs on English learning achievement. Value: The findings support the need to strengthen learners' metacognition, motivation, and self-efficacy beliefs for online English learning.

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Section: The Mediating Role Of Metacognitionsupporting

confidence: 91%

Section: Metacognitionmentioning

confidence: 99%

Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

Teng

Yang

2022

Innovation in Language Learning and Teaching

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“…Teachers are also thought to be effective in promoting language learner autonomy (Ludwig & Tassinari, 2021;Wiraningsih, & Santosa, 2020). There are some studies investigating it by giving L2 learners some strategy training to promote learner autonomy.…”

Section: The Use Of Technology and Language Learner Autonomymentioning

confidence: 99%

“…Teachers believed online learning environments promoted learner autonomy (Ludwig & Tassinari, 2021). In one of the studies, Lenkaitis (2020) carried out a study to see if videoconferencing via Zoom for six weeks would enhance language learner autonomy.…”

Section: The Use Of Technology and Language Learner Autonomymentioning

confidence: 99%

The Relationship between Tertiary Level EFL Learners’ Attitudes towards English and Technology and Their Autonomy Levels

KILIÇ>

Uzun

2022

Dil Eğitimi Ve Araştırmaları Dergisi

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Technology is a vital part of language learning, and thus, students’ attitudes towards it influence its effective use. Also, language learner autonomy is related to the use of technology. Thus, this study was conducted in a TELP (tertiary level intensive English program) to investigate students’ attitudes towards English and technology, their autonomy levels, and the relationship between two constructs. Having a quantitative approach, two scales were used to gather data, English and Technology Attitudes Scale (ETAS) by Kearney et al. (2020) and Autonomy Perception Scale by Demirtaş (2010). The data from the scales was analysed using IBM SPSS Statistical Package 22.0. The findings revealed that students mostly had very positive attitudes towards English and technology, and male students achieved significantly higher results in confidence in English and technology than female students. In addition, the students were not found to be effectively autonomous. Furthermore, there was a significant and positive relationship between autonomy and attitudes towards English and technology. It can be concluded that autonomy improves using technology to learn English, and students who use technology to learn English become more autonomous. Teachers are responsible for guiding their students in this process.

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“…In the field of 21st-century English language education, life-long learning and the learner-centered movement have created new challenges for students’ learning and teachers’ teaching, thus both language teachers and students need to reconsider their roles. Teachers are expected to become lifelong learners themselves and they play a crucial role in promoting their students’ autonomous learning ability ( Ahmadianzadeh et al, 2020 ; Wang and Ryan, 2020 ; Ludwig and Tassinari, 2021 ; Ozer and Yukselir, 2021 ). As suggested by Holec (1981) , the ultimate goal of education is to develop high level learner autonomy and help learners become autonomous learners.…”

Section: Introductionmentioning

confidence: 99%

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

Yang

Liu

Hunt³

2022

Front. Psychol.

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Developing learner autonomy has been a critical task in English teaching that requires a clear understanding of the feature of classroom environment. This study aims to examine how senior high school students perceive classroom environment and learner autonomy, and how classroom environment exerts its influence on learner autonomy in Chinese EFL learning context. Participants (N = 565) from 15 classes located in northeast of China were selected to fill in an adapted version of What is Happening in This Class (WIHIC) and English Autonomous Learning Ability scale. Interview was conducted to confirm and illustrate the quantitative findings. The results revealed that senior high students had favorable perceptions of English classroom environment and learner autonomy. Grade differences existed in their perceptions. Moreover, we found that 53.7% of the variance in learner autonomy was accounted for by students’ perceptions of English classroom environment, which indicated that English classroom environment had significantly positive effects on learner autonomy. Specifically, task orientation, student involvement, teacher support and finding references were strong predictors to learner autonomy. The possible reasons for the findings were discussed and recommendations for future research were given.

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Foreign language learner autonomy in online learning environments: the teachers’ perspectives

Cited by 14 publications

References 23 publications

Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

Metacognition, motivation, self-efficacy belief, and English learning achievement in online learning: Longitudinal mediation modeling approach

The Relationship between Tertiary Level EFL Learners’ Attitudes towards English and Technology and Their Autonomy Levels

Exploring the influence of perceived classroom environment on learner autonomy in a Chinese EFL learning context

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