Principles of Learner Autonomy in Action: Effects and Perceptions in a College-Level Foreign Language Class

Abstract

This study was designed to investigate how college learners of a foreign language perceived learner autonomy, its effects on student motivation, and its benefits to different parts of language learning. It utilized a mixed-methods design. Participants were 90 undergraduate students in German courses of different levels. During the course of instruction, principles of learner autonomy were implemented in the instruction. Qualitative as well as quantitative data were collected in the form of a self-assessment survey, learning journals, reflective statements, and an autonomous learning survey. The analysis was focused on (1) how students perceived the ability to make autonomous learning choices, (2) how the ability to make autonomous choices regarding format, content, and timing affected motivation, and (3) which areas of language learning were most benefited by autonomous learning choices. The findings showed evidence that a majority of the students involved in this study reacted very positively to an autonomous learning environment, especially to the opportunity to make choices in regards to content. The students unanimously reported an increase in their level of motivation based on the autonomous learning choices. There was also a contrast between appreciation for autonomous learning choices on the one hand, and requests for more targeted instruction and practice on grammar, as well as more frequent assessments like quizzes and tests.

Implementing a Portfolio-based Learner Autonomy Development Model in an EFL Writing Course

“…In comparison with the previous studies in relation with learners' awareness of learner autonomy, the findings discovered from previous studies (e.g., Balçıkanlı, 2010;Finch, 2004;Haseborg, 2012) were similar to that of the current study. Particularly, the student participants' positive attitudes or great awareness of autonomous learning was performed by positive behaviors.…”

“…Similar to this position, some participants of this study admitted that they were unable to self-assess their writing pieces as well as the teacher because of lack of confidence in their writing ability and unfamiliarity with self-grading their own writing pieces. In line with this finding, the result showing that teacher assessment was assumed to totally or mostly replace self-assessment was found in some previous studies (e.g., Haseborg, 2012;Sakai, Takagi and Chu, 2005;Y1ld1r1m, 2012). For example, learners themselves felt doubtful about their assessment ability when they were provided an opportunity to self-assess their learning performance (e.g., Sakai, Takagi and Chu, 2005;Y1d1r1m, 2012).…”

“…In practice, as reported earlier, the participants were able to find and choose materials from different like online and offline learning environment and/ or human resource. This result was also discovered in some studies (e.g., Duong and Seepho, 2014;Haseborg, 2012;Luke, 2006). This can be inferred that the participants would be willingly responsible for what they learned if they were given enough rights to make decisions on learning content.…”

“…For example, learners themselves felt doubtful about their assessment ability when they were provided an opportunity to self-assess their learning performance (e.g., Sakai, Takagi and Chu, 2005;Y1d1r1m, 2012). Instead of self-assessment, they asked for in-class tests or quizzes in which the teacher would be responsible for grading and giving feedback (Haseborg, 2012).…”

Nhận thức của sinh viên năm nhất chuyên ngành ngôn ngữ Anh về tầm quan trọng của việc tự học: Nghiên cứu tại Đại học Nông Lâm Thành phố Hồ Chí Minh

“…Sự khác biệt về văn hóa được xem là một trong những yếu tố ảnh hưởng đến việc tự học. Khái niệm tự học đã được nghiên cứu rộng rãi trên thế giới và được áp dụng vào thực tế giảng dạy mang lại nhiều lợi ích cho người học (Büyükdumana & Şirin, 2010;Haseborg, 2012;Ismail & Yusof, 2012;Macià, Ramos, Cervera & Fuentes, 2003;Sanprasert, 2010). Tuy nhiên, một vài nghiên cứu chỉ ra sự khó khăn khi áp dụng vấn đề này ở các nước châu Á (Aliweh, 2011;Chau & Cheng, 2010;Duong, 2015;Duong & Seepho, 2014;Yunus & Arshad, 2015).…”