Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy

Calafato, Raees

doi:10.1016/j.lingua.2020.102943

Cited by 28 publications

(23 citation statements)

References 30 publications

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“…Learner autonomy is a form of learning that requires self-control, self-discipline, and selfdirection. Also, learner autonomy can be a learner's ability to become independent learners employing metacognition, motivation, and behavior in carrying out the learning process (Calafato, 2020;Haque, 2019). Learner autonomy has two main components, that is ability and will.…”

mentioning

confidence: 99%

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

Syafryadin

Suherdi

Nadya

et al. 2022

Indonesian J. Appl. Linguist.

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The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.

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mentioning

confidence: 99%

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

Syafryadin

Suherdi

Nadya

et al. 2022

Indonesian J. Appl. Linguist.

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“…There is awareness to study diligently so that the achievement index is good, awareness to compete so that they have competitiveness, awareness to participate in non-academic activities to channel interests and talents, and encourage leadership through activeness in student organizations. Awareness of achievement as a self-strength must be triggered by its emergence through various stimuli of learning activities (Backfisch et al, 2020;Calafato, 2020;Lothian et al, 2020). According to Picture 4, the average student achievement index is 3.28 from the range of 0.00 to 4.00, which means it is in a good category.…”

Section: Discussionmentioning

confidence: 99%

Cultural Integration on Students' Productivity During Distance Learning

Parmin

Syafi

Junaedi

et al. 2021

JPP

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This study aims to measure the effectiveness of cultural integration on the productivity of Mathematics and Natural Sciences students during the implementation of distance learning. The culture integrated into this research is a habit that becomes a society's tradition in behaving. The research problem is about the integration of culture on character formation, which impacts student productivity. The study used mixed methods with quantitative data from questionnaires and qualitative data from interviews and document analysis. The research targets are 344 students filled out the questionnaire. After the questionnaire data was analyzed, it was deepened through interviews. The relationship test between character strengthening and students' productivity obtained a correlation coefficient value of 0.59, indicating that the correlation between variables is quite strong. Internalization of cultural values into forming students' characters in distance lectures and activities is carried out through habituation. The selection of online application media refers to the ease of access, students' common use, and ease of operation. The research concludes that students' characters contribute to building students' self-awareness to be productive.

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“…Researchers develop a number of valid instruments to measure learner autonomy in different learning phases ( Xu et al, 2004 ; Macaskill and Taylor, 2010 ; Oguz, 2013 ; Lin and Reinders, 2019 ), and investigate students’ and teachers’ beliefs, perceptions and readiness for learner autonomy in various educational contexts ( Tanyeli and Kuter, 2013 ; Xiang and Wu, 2016 ; Bozkurt and Arslan, 2018 ; Lin and Reinders, 2019 ). There are a number of studies showing the close relationship between leaner autonomy and other key issues in learning and teaching, such as motivation ( Huang and Liaw, 2007 ; Nakata, 2010 ; Calafato, 2020 ), self-regulation ( Stefanou et al, 2013 ), learner achievement ( Ghorbandordinejad and Nasab, 2016 ), teachers’ behavior and instruction ( Grosmann and Wilde, 2020 ), language policy ( Rivers, 2011 ; Phan and Hamid, 2016 ), and technology ( Reinders and White, 2011 ; Lai, 2019 ; Stockwell and Reinders, 2019 ).…”

Section: Literature Reviewmentioning

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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Learning Arabic in Scandinavia: Motivation, metacognition, and autonomy

Cited by 28 publications

References 30 publications

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

Cultural Integration on Students' Productivity During Distance Learning

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

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