The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform

Yueh-min Huang - One of the best experts on this subject based on the ideXlab platform.

  • Effects of individual versus group work on Learner Autonomy and emotion in digital storytelling
    Educational Technology Research and Development, 2018
    Co-Authors: Ming Chi Liu, Yueh-min Huang
    Abstract:

    Digital storytelling has been shown to be an effective tool in achieving Learner Autonomy during language learning. Studies have focused on providing students with multimedia authoring tools for unbinding their imagination when developing stories, but the complexity of digital story construction still presents a number of challenges to students. Anxiety about speaking a foreign language can have a debilitating effect on students’ autonomous behavior and learning performance. This study therefore introduced group work to relieve anxiety about exposing individual work to an entire class. An experiment was conducted with 55 sixth-grade students involved in a digital storytelling learning task, where 28 students worked individually and 27 cooperatively. The aim was to examine the effect of Learner grouping pattern on learning outcomes, such as knowledge achievement, Autonomy in language learning, and emotional experience. The students working cooperatively were discovered to outperform those working individually in all outcomes.

  • an inquiry based digital storytelling approach for increasing Learner Autonomy in english
    1st International Symposium on Emerging Technologies for Education SETE 2016 Held in Conjunction with ICWL 2016, 2016
    Co-Authors: Ming Chi Liu, Yueh-min Huang
    Abstract:

    Digital storytelling has been shown by many research studies as an effective learning tool in achieving Learner Autonomy in language learning. Although the previous studies have worked on the providing students with multimedia authoring tools to unleash their imagination in developing stories, the complexity of the digital story construction still erects challenging barriers to students. Specifically, lacking an appropriate guidance can have a debilitating effect on students’ autonomous behavior and learning performance. This study thus introduced the inquiry-based learning strategy to scaffold Learners in creating stories. An experiment comprised of 28 Grade 6 elementary students involving in an inquiry-based digital storytelling project, was conducted to examine their learning outcomes. The results revealed that the students improved their Learner Autonomy.

Musarat Yasmin - One of the best experts on this subject based on the ideXlab platform.

  • collaborative learning and Learner Autonomy beliefs practices and prospects in pakistani engineering universities
    IEEE Access, 2019
    Co-Authors: Musarat Yasmin, Farhat Naseem
    Abstract:

    Learner Autonomy in language classrooms received researchers' attention quite recently. The research intends to explore the prospects of promoting Autonomy in Pakistani Learners through collaborative tasks. The sample consists of 16 teachers working in public sector Engineering universities of Punjab. A qualitative approach and interpretive paradigm were selected for the present study. The role of collaborative learning in developing Autonomy in Learners is explored through gathering teachers' beliefs using semi-structured interviews and observing their practices in the classrooms. A constructivist's lens was employed in collecting and analyzing data. The findings show that teachers believe that collaborative learning is inculcating independence, responsibility, confidence, motivation, skills, and positive interdependence which are required for Autonomy promotion. They also believe that collaborative tasks, famous among Pakistani Learners and few teachers, can be utilized as the right medium in Autonomy development. However, class-observations do not depict a promising situation. Teachers are found inclined towards traditional teaching pedagogy, and collaborative tasks are found lacking true spirit.

  • socio cultural barriers in promoting Learner Autonomy in pakistani universities english teachers beliefs
    Cogent Education, 2018
    Co-Authors: Musarat Yasmin, Ayesha Sohail
    Abstract:

    Learner Autonomy has been a focus of research for last more than three decades. Teachers are considered a potential instrument in bringing change but their role, however, received little space whic...

  • a creative alliance between Learner Autonomy and english language learning pakistani university teachers beliefs
    Creativity Studies, 2018
    Co-Authors: Musarat Yasmin, Ayesha Sohail
    Abstract:

    Learner Autonomy has been a focus of research for last three decades. Not only the nature of phenomenon was investigated but also its role in foreign language learning attracted researchers’ interests. The present paper examines the mutual creative relationship between Learner Autonomy and target foreign language acquisition. Following an interpretive paradigm, this qualitative study used semi-structured interviews to explore the beliefs of 16 university teachers of English language teaching in four public sector universities of province Punjab, Pakistan. Results revealed a close creative connection between Learner Autonomy and English language learning. Teachers believed that Autonomy in Learners accelerates language learning. Major aspects of Learner Autonomy were reported fulfilling the perceived needs of foreign language learning. The study implied that fostering of Autonomy in Learners accelerates target language proficiency. Santrauka Studento autonomijai dėmesys skiriamas tris pastaruosius desimtmecius. Buvo ne tik nagrinėjamas reiskinio pobūdis, tyrėjų interesus taip pat patraukė jo vaid muo, mokantis užsienio kalbų. Siame straipsnyje analizuojamas abipusis kūrybinis santykis tarp studento autonomijos ir įvaldytos užsienio kalbos objekto. Remiantis interpretavimo paradigma, siame kokybiniame tyrime naudojamasi pusiau struktūruotais interviu, siekiant issiaiskinti 16-os anglų kalbos universiteto dėstytojų nuomones keturiuose viesojo sektoriaus Pandžabo (Pakistanas) provincijos universitetuose. Rezultatai atskleidė glaudų kūrybinį rysį tarp studento autonomijos ir anglų kalbos mokymosi. Dėstytojai buvo įsitikine, kad studentų autonomija spartina kalbos mokymąsi. Buvo paskelbta, kad pagrindiniai studentų autonomijos aspektai atitiko pastebėtus poreikius mokantis užsienio kalbos. Tyrimas atskleidė, kad studentų autonomijos skatinimas spartina pagrindinių kalbos įgūdžių įgijimą. Reiksminiai žodžiai: anglų kalbos mokymasis, anglų kalbos dėstymas, kalbos besimokanciojo savybės, studento autonomija, studento motyvacija.

  • realizing Learner Autonomy in pakistan efl teachers beliefs about their practices
    International Journal of English Linguistics, 2017
    Co-Authors: Musarat Yasmin, Ayesha Sohail
    Abstract:

    Learner Autonomy (LA) has been a key area of interest in foreign language learning and teaching for more than three decades, but a limited space has been awarded to the investigation of teachers’ practices in fostering LA. Following an interpretive paradigm and a qualitative approach, present study intended to unearth the strategies teachers of English use to make their Learners autonomous. Data were collected through semi-structured interviews with sixteen English teachers from four public universities of province Punjab. Findings revealed that, in general, teachers use teacher-centered approach while participants’ practices and use of various strategies showed their preference for the role of facilitator more than of counselor or resource. Results of this research imply that the goal of LA can be achieved through offering teachers training to make them aware of the significance of making their Learners autonomous and incentives for the promotion of LA in their classroom.

Denyze Toffoli - One of the best experts on this subject based on the ideXlab platform.

  • beyond Learner Autonomy a dynamic systems view of the informal learning of english in virtual online communities
    ReCALL, 2012
    Co-Authors: Geoffrey Sockett, Denyze Toffoli
    Abstract:

    This article discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. The concept of informal learning is presented and related to current areas of interest in the literature such as incidental learning, and dynamic systems theory. Our research investigates how non-specialist language Learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites. The study looks particularly at the dynamics of these phenomena by studying a small number of non-native users of English over a period of two months. The results of this research will be used to question the relevance of the Learner Autonomy paradigm, which has been a cornerstone of language learning policy in Europe for the past thirty years.

  • beyond Learner Autonomy a dynamic systems view of the informal learning of english in virtual online communities
    Procedia - Social and Behavioral Sciences, 2012
    Co-Authors: Geoffrey Sockett, Denyze Toffoli
    Abstract:

    Abstract This paper discusses the informal learning of English by non-native speakers with particular reference to the role of virtual communities. A model of informal language learning is presented and related to current areas of interest in the literature such as task-based learning and dynamic systems theory. This model is used to question the relevance of the Learner Autonomy model, which has been a cornerstone of language learning policy in Europe for the past 30 years. A research project is discussed, with particular attention to the relevant research methodologies in this field, investigating how non-specialist language Learners use the Internet in their spare time to read and listen to English, and also communicate in English, notably in online communities through social networking websites.

Hoi Wing Chan - One of the best experts on this subject based on the ideXlab platform.

  • popular culture english out of class activities and Learner Autonomy among highly proficient secondary students in hong kong
    Universal Journal of Educational Research, 2016
    Co-Authors: Hoi Wing Chan
    Abstract:

    This paper reports on how and why proficient Learners of English in Hong Kong participated in popular culture, out-of-class activities, with an emphasis on their development of Learner Autonomy. Autonomy in language learning is defined as an individual's ability and responsibility to take charge of his or her own learning [1]. Out-of-class learning plays an important role in language learning and Learner Autonomy [2]. However, to most Hong Kong students, opportunities to learn English outside of classroom may not be obviously found but they do exist at a low cost, for example, popular culture like English movies, free English TV channels, online resources, social networking [2-4]. Most local Learners seldom engaged in actual autonomous practices but they must seize the chances to practise the target language [5, 6]. Thus, the study aimed at exploring how students can make better use of popular culture, out-of-class learning and foster greater Learner Autonomy in the local context. Six highly proficient secondary school students who reported to have participated in out-of-class learning were selected to join this largely qualitative multiple-case study. By way of semi-structured interviews and language learning journals, the study found that the case participants mainly engaged in self-initiated, interest-driven out-of-class learning, through which they improved their school performance and started to internalize English learning for their personal purposes and develop Learner Autonomy. It is also suggested that out-of-class learning and school performance promoted the growth of each other. Teachers should recognize the use of interest-driven, popular culture out-of-class activities to further establish the link between out-of-class and classroom-based learning.

David Little - One of the best experts on this subject based on the ideXlab platform.

  • language Learner Autonomy theory practice and research
    2017
    Co-Authors: David Little, Leni Dam, Lienhard Legenhausen
    Abstract:

    Preface Introduction Part I: The Autonomy Classroom In Practice: An Example From Lower Secondary Education 1. Using the Target Language: Spontaneity, Identity, Authenticity 2. Interaction and Collaboration: The Dialogic Construction of Knowledge 3. Letting Go and Taking Hold: Giving Control to the Learners 4. Evaluation: The Hinge on Which Learner Autonomy Turns Part II: Language Learner Autonomy: Evidence Of Success 5. Exploring Learning Outcomes: Some Research Findings 6. Language Learner Autonomy and Inclusion: Two Case Studies Part III: Language Learner Autonomy: Meeting Future Challenges 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals Conclusion References

  • language Learner Autonomy and the european language portfolio two l2 english examples
    Language Teaching, 2009
    Co-Authors: David Little
    Abstract:

    This article argues that the Council of Europe’s European Language Portfolio is capable of supporting the implementation of language Learner Autonomy on a large scale. It begins by explaining what the author understands by ‘language Learner Autonomy’, then introduces the European Language Portfolio and explains how it can stimulate reflective learning in which goal setting and self-assessment play a central role. It concludes by giving two practical examples that involve the learning of L2 English in Ireland, in one case by adult immigrants with refugee status and in the other by newcomer pupils in primary schools.

  • language Learner Autonomy some fundamental considerations revisited
    Innovation in Language Learning and Teaching, 2007
    Co-Authors: David Little
    Abstract:

    The concept of Learner Autonomy is often applied to the process and content of language learning but not specifically to its intended outcome, the development of proficiency in a second or foreign language. Against this tendency, the present paper argues for an understanding of language Learner Autonomy in which the development of Learner Autonomy and the growth of target language proficiency are mutually supporting and fully integrated with each other. It further argues that only on the basis of such an understanding can Learner Autonomy move to the centre of language teaching theory and practice. The paper begins by considering the origins of the universally accepted definition of Learner Autonomy, ‘the ability to take charge of one's own learning’. It then briefly reviews social-psychological and cognitive evidence in favour of promoting Learner Autonomy before discussing constructivist theories of pedagogy and their implications for a theory of language Learner Autonomy. From this it derives three fun...

  • learning as dialogue the dependence of Learner Autonomy on teacher Autonomy
    System, 1995
    Co-Authors: David Little
    Abstract:

    Abstract This article is concerned with Learner Autonomy in formal language learning contexts (schools, colleges and universities). It begins with some general reflections on the nature of Learner Autonomy and goes on to consider how Autonomy is to be fostered, focusing first on learning strategies and Learner training and then on the pedagogical dialogue and the role of the teacher. It argues that while learning strategies and Learner training can play an important supporting role in the development of Learner Autonomy, the decisive factor will always be the nature of the pedagogical dialogue; and that since learning arises from interaction and interaction is characterized by interdependence, the development of Autonomy in Learners presupposes the development of Autonomy in teachers. The article concludes by briefly summarizing the implications of this argument for teacher education.