The influence of Self-Organized Learning Environments (SOLEs) on EFL students in a college in Oman

Abstract

This paper is part of a larger project where the researchers explored English as a Foreign Language (EFL) students' experiences in learning English using Self-Organized Learning Environments (SOLEs) within the context of their English foundation year in a college setting in Oman. The purpose that guided this current paper is to investigate whether SOLE pedagogy is able to positively influence Omani EFL college students' learning beliefs and behaviours. Using a participatory action research design, data sources included a series of diaries, semi-structured interviews, focus groups and the researchers' field notes. Interaction between the researchers and participants and among participants themselves helped to ensure the rigour of this research. Throughout the research, participants were involved in expressing their ideas and thoughts about SOLEs and in decision making. The results indicated that SOLEs can be an effective EFL pedagogical approach. Some strengths of SOLEs that were indicated by the results include the SOLEs' ability to increase students' autonomy and their ability to motivate students. This empirical study assists in understanding the construction of an effective English language learning environment in an under-researched international context. It also contributes to previous and ongoing studies that investigate SOLEs in different contexts and fields to explore and examine their impact on students' experiences of higher education.

Inovasi Pembelajaran Aktif di Perguruan Tinggi : Studi Kasus di Institut Agama Islam Negeri Jember

“…Penelitian di bidang pembelajaran yang menekankan tentang pentingnya implementasi pembelajaran aktif di perguruan tinggi, menunjukkan adanya hubungan antara lingkungan belajar aktif, partisipasi mahasiswa, motivasi belajar, dan tingkat kedalaman pengalaman belajar yang dilakukan oleh mahasiswa. Lingkungan belajar yang diorganisasi sendiri oleh mahasiswa (Self-Organized Learning Environments) dapat menjadi pendekatan pedagogik yang efektif dengan meningkatkan kemandirian dan memotivasi mahasiswa untuk mengkonstruksi pengetahuannya (Al Zakwani & Walker-Gleaves, 2019).…”

Self-organized learning environments (SOLEs) pedagogy as a conduit to learners’ metacognitive skills and conceptual understanding of “S” in STEM: The South African study

“…However, secondary school science education studies, in Southern Africa, have paid little attention to pedagogy that can improve the teaching and learning of "S" in STEM; instead they focus on the factors that lead to poor performance. (Al Zakwani & Walker-Gleaves, 2019;Heslup, 2018). For example, after studying the literature based on the SOLEs pedagogy, Heslup (2018) found that of the few studies that have been conducted using SOLEs pedagogy, almost all of them were based on English second language learning.…”

“…Heslup's (2018) finding is in line with Al Zakwani and Walker-Gleaves (2019), who found that SOLEs pedagogy improved post-secondary school students' learning autonomy and boosted their motivation to learn English. It was further asserted that SOLEs pedagogy is a poorly researched pedagogy (Al Zakwani & Walker-Gleaves, 2019). It can be argued that SOLEs pedagogy provides learner autonomy, and the implementation of SOLEs pedagogy motivates learners to engage in deep learning.…”

“…Vega et al found that SOLEs pedagogy improves learners' reading abilities. Before the current study, little information was available about the effect of SOLEs pedagogy on learners' conceptual understanding of the "S" in STEM (Al Zakwani & Walker-Gleaves, 2019). Therefore, in terms of the research question that states: How does the application of SOLEs pedagogy affect learners' conceptual understanding of the "S" in STEM?…”

“…To cater to learners' conceptual understanding development, teachers need to employ innovative learnercentered pedagogies. For example, at the post-secondary school level, technology in a science classroom has proven to yield positive results in fostering deep conceptual understanding and engaging students in critical thinking (Al Zakwani & Walker-Gleaves, 2019). Bleeker (2019) suggests that using technology can be essential in enabling learners to achieve high-quality education and engage them in lifelong learning.…”