Linking Teacher Professionalism and Learner Autonomy Through Experiential Learning and Task Design

Fleming, Douglas; Walter, Pierre

doi:10.18806/tesl.v0i0.1040

Cited by 9 publications

(8 citation statements)

References 33 publications

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“…While the positive feedback obtained from the participants validates the adopted pedagogical approach and the use of technology to support its implementation, the application of needs analysis helped ensure that the language used was authentic and reflective of the language used in customer service. Furthermore, learner feedback obtained during the module preparation not only ensured that the module contents addressed the needs and desires of the learners it was designed to serve, but that this consultation also allowed the learners to play an active role in their own learning, and in doing so helped to promote learner autonomy that can lead to learner independence and empowerment (Fleming & Walter, 2004).…”

Section: Conclusion Pedagogical Implications and Future Research Directionsmentioning

confidence: 99%

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

McLellan

Kartchava

Rodgers

2021

CJAL

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Newcomers to Canada with low proficiency in English or French often face challenges in the workforce (Kustec, 2012). While language classes provide workplace language training, not all newcomers are able to attend face-to-face classes (Shaffir & Satzewich 2010), suggesting a need for outside the classroom, occupation-specific language training. The use of technology has been shown to be advantageous for second language (L2) learning (Stockwell, 2007), especially when used outside the classroom (i.e., mobile-assisted language learning), as mobile technology affords learners greater control and flexibility over their own learning (Yang, 2013). This paper reports on a study investigating the development of a blended curriculum for L2 learners employed in customer service. A technology-mediated module was designed and developed within a task-based language teaching framework to provide workplace-linguistic support on mobile devices, enabling learners to access the language instruction they needed, when they needed it. The module contents and usability were assessed by high-beginner English proficiency newcomers employed in customer service (n=4) and their volunteer teachers (n=4). Results confirm the overall benefits of using language learning technology in providing instruction that meets participant language needs, ensuring opportunities for individualized training. Implications for designing, implementing, and researching technology-mediated modules are discussed.

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Section: Conclusion Pedagogical Implications and Future Research Directionsmentioning

confidence: 99%

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

McLellan

Kartchava

Rodgers

2021

CJAL

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“…However, learner‐centredness goes beyond promoting students’ autonomy as language users , entailing also their autonomy as language learners , that is, their competence to become self‐determined, responsible, and critical actors in educational settings and beyond (Jiménez Raya et al., ). Theoretical attempts to connect TBLT with a broader notion of autonomy draw mostly on experiential learning philosophy, emphasising learner engagement, learning how to learn, cooperative and self‐directed learning, self‐evaluation, learner voice, and empowerment (Estaire, ; Fleming & Walter, ; Knutson, ; Kohonen, ; Nunan, ). Nevertheless, research on TBLT has focused primarily on cognitive and sociocognitive dimensions of task‐based language use (see Bygate, ; Bygate, Skehan, & Swain, ; Ellis, ), rather than on the relation between TBLT and students’ autonomy as learners.…”

Section: Tblt Autonomy and Teacher Educationmentioning

confidence: 99%

Task‐Based Instruction for Autonomy: Connections With Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies

Vieira

2017

TESOL Quarterly

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Proposals for innovating language education at school are always affected by cultures of teaching and teacher education. This article takes an inquisitive look at task-based language teaching (TBLT) as a learner-centred approach, arguing in favour of a realistic understanding of possibilities for educational change. This entails confronting theoretical discourses with the realities of schooling and teacher education, as well as investigating TBLT in particular contexts. An interpretative study is presented, focusing on the use of TBLT by two student teachers (STs) during their English language teaching (ELT) practicum in an initial teacher education (ITE) programme where autonomy-oriented action research projects are developed. Their portfolios and reports account for the feasibility of a weak approach to TBLT that transcends current practices and whose potential for promoting autonomy derives from a professional development framework where teaching and teacher education are conceived as empowering processes. Constraints and shortcomings relate to dominant cultures of teaching, STs' condition as learners, and the practicum model itself. Understanding how language teaching is shaped by contexts and developing empowering approaches to teacher education will help us enhance educational change as an interspace between reality and ideals, where possibilities for transformation are explored.

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“…Fleming and Walter (2004) link learner autonomy through experiential learning and task design to foster professionalism. Knutson (2003) examines the implications of this learning approach for second language acquisition, and points out some problems of the experiential curriculum and proposes some solutions.…”

Section: Literature Reviewmentioning

confidence: 99%

Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

Campos¹

2017

PROFILE

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The Chilean education system requires English language teachers to be equipped with non-conventional teaching strategies that can foster meaningful learning and assure successful learners' performances in diverse and complex settings. This exploratory, descriptive, research study aimed at discovering the perceptions of 54 pre-service teachers about the impact of a problem-based learning activity in the development of key competencies, including higher order thinking skills and reflective, research, knowledge transfer/integration, social, and self-management skills. Groups of participants chose a madeup, ill-structured problem which combined language teaching and socio-cultural issues, and devised holistic solutions. Findings suggest a comprehensive impact on the first four skills, but a limited impact on social and self-management skills.Key words: English teacher education, learning strategies, problem-based learning.El sistema educacional chileno requiere docentes de inglés capaces de aplicar estrategias didácticas noconvencionales que promuevan aprendizajes significativos y aseguren desempeños exitosos en contextos diversos y complejos. El objetivo de este estudio exploratorio-descriptivo fue conocer las percepciones de 54 docentes en formación acerca del impacto de una actividad de aprendizaje basado en problemas sobre el desarrollo de competencias fundamentales, como habilidades de pensamiento superior y la capacidad para reflexionar, investigar, transferir e integrar saberes, interactuar socialmente y ejercer auto-control. Grupos de participantes seleccionaron un problema complejo, inventado, que integraba aspectos lingüístico-didácticos y socio-culturales, y plantearon soluciones holísticas. Los resultados sugieren un impacto mayor sobre las primeras cuatro habilidades, pero revelan un impacto limitado sobre las habilidades sociales y de auto-control.

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Linking Teacher Professionalism and Learner Autonomy Through Experiential Learning and Task Design

Abstract: Like others in the teaching profession, second language education (SLE)

Cited by 9 publications

References 33 publications

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

Technology-Mediated Language Training: Developing and Assessing a Module for a Blended Curriculum for Newcomers

Task‐Based Instruction for Autonomy: Connections With Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies

Problem-Based Learning: An Experiential Strategy for English Language Teacher Education in Chile

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