Introduction

Chik, Alice; Aoki, Naoko; Smith, Richard

doi:10.1057/978-1-137-52998-5_1

Cited by 3 publications

(4 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This increased interest called for an overview of the field produced by Benson (2007Benson ( , 2011. While the field of L2 autonomy is still thriving (see, e.g., Csizér & Kormos, 2012;Kormos & Csizér, 2014), Chik et al (2018) argued for new research agendas due to the changing perspectives on language learning and teaching.…”

Section: Current Trends In L2 Autonomymentioning

confidence: 99%

“…Even though Hungary in 2019 is generally not regarded as a developing country, it is neither a Western one, nor an East Asian one; nevertheless, it would be intriguing to position it culturally on an East-West axis. The reason why this point may be considered relevant here is that, traditionally, autonomy has been regarded as a Western concept (Chik et al, 2018), even if many scholars object to this "falsely constructed binary with regard to East Asian contexts" (p. 2) (e.g., Aoki, & Smith, 1999;Littlewood, 1999). Smith et al (2018) argue that autonomy is not limited culturally; instead, it is the lack of resources that constitutes a critical criterion for learners and teachers to engage in it.…”

Section: Current Trends In L2 Autonomymentioning

confidence: 99%

“…Although the indisputable importance of autonomy is firmly anchored both in the theory of second-language acquisition (e.g., Benson, 2011;Chik, Aoki, & Smith, 2018;Smith, Kuchah, & Lamb, 2018) and adult education at large (e.g., Fejes, Olson, Rahm, Dahlstedt, & Sandberg, 2018;Knowles, 1975a;Rogers & Mitzner, 2017), the cross section of the two fields, that is, the autonomy of adult language learners, has received little attention in the literature. This is surprising for two reasons.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Human resource policy makers’, teachers’, and adult learners’ views on the impact of context- and teacher-generated autonomy on adult learners’ L2 motivation: Interview studies in Hungarian corporate contexts

Kálmán

2019

JALKI

View full text Add to dashboard Cite

Although the indisputable importance of autonomy, partly due to its motivating capacity, is firmly anchored both in the theory of second-language acquisition and adult education at large, the cross section of the two fields, that is the autonomy of adult language learners, has received little attention in the literature. If we focus on the autonomy of adult language learners in corporate contexts, empirical studies are practically non-existent. This paper fills this niche by synthesizing the findings of 4 interview studies conducted in 18 organizations in Hungary. In this study, 19 human resource policy makers, 18 second-language (L2) teachers, and 21 adult learners were interviewed using a semistructured interview guide to explore how corporate contexts and their language teachers fostered autonomous language learning and how it affected adult learners' L2 motivation. Results show that while these contexts promote autonomy through their ongoing organic development, teachers foster it by being responsive to learners' needs, and by providing choices to learners on the basis of which tailor-made teaching is made feasible.

show abstract

Section: Current Trends In L2 Autonomymentioning

confidence: 99%

Section: Current Trends In L2 Autonomymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Human resource policy makers’, teachers’, and adult learners’ views on the impact of context- and teacher-generated autonomy on adult learners’ L2 motivation: Interview studies in Hungarian corporate contexts

Kálmán

2019

JALKI

View full text Add to dashboard Cite

show abstract

“…Nation (2001) stresses how important it is to have students who can take responsibility for their own learning. The notion of learner autonomy has attracted considerable attention of researchers and teachers in the second and foreign language (L2) learning context (Balçıkanlı, 2008;Benson, 2003;Benson, 2007;Benson, 2009;Chik et al, 2018;Kartal & Balçıkanlı, 2019;Lamb & Reinders, 2005;Little, 2007aLittle, ,b, 2016Littlewood, 1996;Nation, 1998;Palfreyman & Smith, 2003;Teng, 2019). Little (1999) remarks that in formal education contexts, autonomy is based on taking responsibility for one's own learning and therefore can be regarded as a personal capacity for varying conscious behavior regarding both content and learning process.…”

Section: Introductionmentioning

confidence: 99%

Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study

Kartal

Balcı

2021

Acta Educationis Generalis

View full text Add to dashboard Cite

Introduction: In the related literature, knowledge of vocabulary is mentioned to be crucial as one of the crucial parts of language learning. Measuring learners’ vocabulary knowledge is regarded to be essential in that it provides both teachers and learners knowledge of the problematic areas and suggests some practical ways to improve the vocabulary learning process. It could be said that an autonomous learner is a leading actor in his own language learning process because, as stated by Nation (1998), learning is performed by the individual learner. Little (1995) asserts that learner autonomy should be set as an explicit goal in language learning contexts in that autonomy on the part of the learners plays a vital role in student success. So, we hypothesize that vocabulary learning autonomy has a significant influence on the learners’ vocabulary size. Methods: This study aims to investigate Turkish ELT student teachers’ vocabulary learning autonomy, vocabulary size, and the potential relationships between these two variables. Ninety-five student teachers in an ELT teacher education program at a university in Turkey participated in the study. The data were collected via two quantitative data collection instruments: Vocabulary Learning Autonomy (VLA) questionnaire and The Vocabulary Size Test (VST). The data were analyzed using descriptive statistics and correlations. As for the VST, the correct answers were counted, and an overall score was found. The participants’ scores were multiplied by 100 to get their total vocabulary size up to the 14th 1000 word-family level. As for the questionnaire, descriptive statistics (mean, frequency, standard deviation) were conducted. Results: The findings revealed that student teachers held a moderate level of vocabulary learning autonomy. The vocabulary size mean score was 77.14, which means that the participants had approximately enough vocabulary to deal with unsimplified written texts, and enough vocabulary to deal with unsimplified spoken texts. Additionally, there were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. However, the findings revealed non-significant correlations among all the VLA’s dimensions and the vocabulary size. Discussion: The findings regarding the participants’ vocabulary learning autonomy showed that the participants held a moderate level of vocabulary learning autonomy. This finding is essential in that one of the most important goals of education is encouraging learners to work more independently both in and out of the classroom (Moir & Nation, 2002). There were significant and positive relationships between the responsibility and ability dimensions of the VLA scale. This finding, which is in line with Koller (2015), suggests that the participants feel capable of learning vocabulary items when they perceive themselves as responsible people instead of a teacher. Based on the results regarding vocabulary size, it is reasonable to conclude that the participants had approximately enough vocabulary for comprehension of unsimplified written texts and enough vocabulary for spoken texts based on Nation’s (2006) research reporting that learners need 8000 to 9000 word-family vocabulary for comprehension of unsimplified written texts and 6000 to 7000 word-family vocabulary for unsimplified spoken texts. Limitations: The research is limited to only first-year student teachers of English and the data consist of only quantitative data. Conclusion: The findings of the present study imply the need to foster vocabulary learning autonomy of learners in teacher education programs. Student teachers hold two identities as learners and teachers of the future. It is crucial to examine their readiness because there is a bulk of evidence in the literature that teachers’ readiness for autonomy affects their ability to foster their students’ autonomy. The findings of the present study imply the need to foster vocabulary learning autonomy and utilizing some strategies to improve vocabulary size.

show abstract

Editorial

Kálmán

Csizér

2019

JALKI

View full text Add to dashboard Cite

Introduction

Cited by 3 publications

References 2 publications

Human resource policy makers’, teachers’, and adult learners’ views on the impact of context- and teacher-generated autonomy on adult learners’ L2 motivation: Interview studies in Hungarian corporate contexts

Human resource policy makers’, teachers’, and adult learners’ views on the impact of context- and teacher-generated autonomy on adult learners’ L2 motivation: Interview studies in Hungarian corporate contexts

Vocabulary Learning Autonomy and Vocabulary Size of Turkish ELT Student Teachers: A Correlational Study

Editorial

Contact Info

Product

Resources

About