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Autonomy In Language Learning

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Since the late 60s and early 70s, there has been a significant shift within the field of language learning and teaching with greater emphasis on learners and learning rather than on teachers and teaching. It seems a reasonable goal for language teachers to make their students become less dependent on the teachers and reach a level of autonomy (O’Malley and Chamot, 1995). Learners need to keep on learning even if the formal classroom setting is not available. Learner autonomy is in line with current views about the active involvement of learners, popularity of learner-centered approaches, and learners’ independence of teachers (Littlewood, 1996). A key component of an autonomous approach to language learning and teaching is the learner’s active …show more content…

In this regard, many researchers dealing with the area of second / foreign language learning have explored language learning strategies (LLSs) that language learners use either consciously or unconsciously (Rubin, 1975; Bialystok, 1981; Huang and Naerssen, 1987; Oxford and Nyikos, 1989; Ehrman and Oxford, 1989, 1990; Nyikos and Oxford, 1993; Oxford and Ehrman, 1995; Sugeng, 1997). Language learning strategies as a determinant factor in the facilitation of learning a new language have been defined in different ways. Rubin (1975: 43) describes them as “... the techniques or devices which a learner may use to acquire knowledge.” Richards, Platt, and Platt (1992:209) define LLSs as “intentional behavior and thoughts that learners make use of during learning in order to better help them understand, learn, or remember new information.” In a well-known study, Wenden and Rubin (1987:19) define learning strategies as “... any sets of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval, and use of information.” Here in this study, the definition of LSS is adopted from Oxford (1990) as “specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations …show more content…

In the context of language learning, instrumental motivation refers to the learner’s desire to learn a language for “utilitarian” purposes (such as employment or travel), whereas integrative motivation refers to the desire to learn a language to integrate successfully into the target language community. Following the issues discussed above, the main objective of the present study has been specified to investigate the use of LLSs by Iranian EFL university students and its relation to the factors of attitude (positive and negative) and motivation (instrumental and integrative). More precisely, it attempts to answer the following research questions: 1. What LLSs do Iranian EFL university students use more frequently? 2. Are there any differences between students with positive attitude and those with negative attitude regarding their strategy use? 3. What are the differences between integratively-motivated and instrumentallymotivated learners concerning their strategy choice? 4. What is the difference in the types of strategies used by freshmen

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Therefore, I found it beneficial that this chapter addressed this concept and the importance of reducing a student's anxiety, while also increasing their motivation and self-confidence in order to shift their mindset in regards to language and content learning. To me, this is one area where educators can quickly miss the cues that their students are giving them. For example, a student not actively participating in a class discussion or writing activity because they feel that they do not have the communication skills in order to express their thoughts with their peers or with the teacher. Consequently, the educator must not first label this child incapable or lazy, but rather, address the discomfort and general comfortability of the student. Additionally, I think it is important for teachers to keep their content at an appropriately rigorous level while ensuring that students still acquiring the English language can find symbolic, graphic means, or other means of representing the content and drawing a clear comprehension of what it is that is being taught.

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Why are not Colombian students fully proficient in the English language? According to the last standardized national test pruebas saber pro, only 5% of Colombian students expected to reach the B2 level (CEFR). Even though this country has had a bilingual policy for over 15 years, the results have not been evidenced since the English teaching classes in public schools are mainly based on traditional methods. For this reason, Colombian students must be required to strengthen autonomy and raise awareness to push them out from their comfort zone. The 21st century requires certain skills that students need to foster such as self-empowerment and initiative taking in order to embrace the goal of being bilingual.

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The strategic goal is to foster student success: through persistence, educational attention, academic achievement, and personal and professional growth. The strategic direction is composed of creating tools for academic and educational growth for students. Support students to enter and maintain themselves to lead them to employment and/or higher education. Proportion of educational tools. (2019, December) Cultivate Institutional Excellence

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When planning for explicit strategy instruction, I always being with the end in mind, focusing on what strategy that I am hoping to have students learn and I want them to demonstrate that they know how to use it. You also need to pick a strategy to use that is going to accomplish the desired goal. One

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If I see a strategy not working very well, I will look back on it and see if there is a way I can modify it or if I need to find a whole new strategy to include in my classroom to help my students learn. By looking at my classroom management plan, I will make sure to follow it and reflect on it after each month. I will see what part of my plan is working well and what part seems to be struggling. If one area is really struggling, I will have to modify my plan so I can create the best learning environment where students are motivated to learn and enjoy learning. Many classes and students work differently, which is why I will most likely have to modify or change my plan and use different strategies in my classroom as what I use for one class may not work for another class.

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I will also have this student use yellow and red blocks to help her solve this problem more accurately. This will help give her a better visual of what the problem is asking her to do. b) Describe how you will differentiate your instructional strategies and learning activities to engage each of the two Focus Students and facilitate their learning? Provide a rationale for your choices. I will differentiate my instructional strategies and learning activity’s to engage my first focus student by having this student come up to the board and help me solve the word problem I use for whole group instruction.

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Under the Principle of Interaction, factors that affect student experience include those that are internal to the student, and those that are “objective” parts of the environment. The students’ perceptions of, and reactions to, the objective factors are influenced by their attitudes,

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Reflective- E- Effective- A- Attitude & M- Motivation) strategy is a principle or ‘meta - strategy’ which you can apply to any area of life. It is applicable, for example, to graduate jobs: creativity, professional reflection, independence, self-reliance, self-motivation and evidence of personal effectiveness are

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Students are helped to understand their motives. 3. Students are helped to exchange their mistaken goals for useful ones. 4. Students are encouraged to become committed to their new goal orientation.

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2.0 INTRODUCTION Language development happens both inside the classroom (as part of a formal establishment, school or institute) and outside it. The classroom is generally considered a formal setting, and most other environments informal, with respect to language learning. “In environments where informal language development is adequate, it is possible to regard the formal classroom as supplemental, complementary, facilitating and consolidating”(Van Lier, 1988: 20). For second-language development in such environments the informal settings can be regarded as primary and the formal classroom as ancillary. The L2 lesson then becomes a language arts lesson, focusing on special language skills and cognitive/academic growth, much in the same way

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The second category refers to self-directed learning as a process of learning. Attempts are made to understand the process of self-direction with a view of adopting them to formal learning. They are three main models, linear, interactive, and instructional models Knowles and Tough model are linear. Knowles developed learning contract meant to encourage and support learner’s self-direction.

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The previous two decades have seen expanding interest in the utilization of tasks in second language instruction method and second language acquisition (SLA) research. Taking into account Tavakoli and Foster (2011), there are three fundamental reasons why task based examination has turned to be the significant area of empirical research for over 20 years. First, research throws light on the announcement that task performance in itself induces inter- language change by making learners to attend to and hold information about the target language as they use it (Ellis, 2001). From this angle, exploring SLA via task performance is interesting for its own sake and is not necessarily directed toward pedagogic applications. Second, and more pedagogically,

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In the English learning literature, the development of a positive attitude towards learning could be attributed to Integrativeness, or the genuine desire to learn a new language so that one can communicate with the members of the community who use the language as their medium of communication (Dörnyei, 1998). However, as the world has become more borderless as exemplified by the EU and the ASEAN, other attitudinal factors were conceptually included. The additions were attributed to the changing of concept from ‘English is a second language to learn’ to ‘English as an international language’(Dörnyei & Ushioda, 2009). This resulted to the addition of other attitudinal factors that include Direct contact with English speakers (attitude towards actually meeting English speakers and travelling to their countries) ; Cultural interest (appreciation of cultural products from English speaking countries conveyed by the media); Miliu (the general perception of the importance of English in the learners’ friends and family) (Dörnyei & Ushioda, 2009). From the aforementioned attitudinal factors, the following hypotheses were

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