Search results for "learner autonomy"
showing 10 items of 17 documents
Baltic Journal of English Language, Literature and Culture, N. 3
2013
Music and learner autonomy in the EFL classroom
2016
Asiantuntijuus ja taito oppia nopeasti uusia asioita ovat tärkeitä nykypäivän ja tulevaisuuden työelämässä. Oppimaan oppimisen taidot saavat pohjan peruskoulussa ja opettajien tulisikin tukea oppilaitaan kasvussa tehokkaiksi autonomisiksi oppijoiksi. Kaikkien aineiden opettajat voivat työssään tukea oppilaidensa oppimistaitoja. Yksi tapa tukea oppimista on musiikin käyttö. Tässä tutkielmassa keskitytään englannin kieleen, ja siihen, miten musiikkia voi käyttää opetuksessa. Musiikin ja kielen oppimisen yhteyksiä on tutkittu paljon mutta tutkimuksia, jotka keskittyvät nuoriin oppilaisiin, on vähän. Tämän tutkielman tarkoituksena oli ensinnäkin selvittää miten alakoulun kuudesluokkalaiset koke…
Design perspectives on technology, language teaching and language teacher education
2012
Despite the national strategies and major efforts to promote pedagogical use of ICTs in education, training programs for in-service teachers have often failed to develop sustainable pedagogical practice. For sustainable development, teachers need to be offered opportunities to explore the role of technology in relation to their concept of language and learning, and reforms should be designed in negotiation with teachers and students. In teacher education, aspiring teachers are being informed of the latest research results, but bringing the theory down to practice is a major task that calls for development work soundly based on research. In this paper we suggest that design-based research (D…
Promotion of learner autonomy in the EFL classroom : the students' view
2013
Oppijan autonomisuudella tarkoitetaan oppijan sisäistä kykyä hallita omaa oppimistaan, eli kykyä asettaa omia oppimistarpeita vastaavia tavoitteita, toimia näiden tavoitteiden mukaisesti, ja arvioida omaa etenemistä. Kirjallisuuden mukaan formaali opetus voi joko edistää tai ehkäistä oppijan autonomisuuden kehitystä. Tämän tutkimuksen tarkoituksena oli selvittää, missä määrin opiskelijoiden mielestä oppijan autonomisuutta edistetään lukion englannin kielen opetuksessa sekä kuinka tyytyväisiä opiskelijat ovat kokemaansa oppijan autonomisuuden edistämiseen. Tutkimuksen aineisto kerättiin kyselylomakkeella, jonka jälkeen aineisto analysoitiin kvantitatiivisesti. Tutkimuksen tulokset osoittavat…
Proactive and reactive dimensions of life-course agency: mapping student teachers’ language learning experiences
2014
Although the concept of agency has received a lot of interest in recent educational research, its significance in language learning biographies as well as contextual and relational aspects of learner agency are still little studied. This paper aims at a more thorough understanding of agency by studying student teachers’ previous language learning experiences. This paper is based on a dialogical analysis of 12 student teachers’ biographical essays describing their relationship with English as a foreign language. The participants are students in a Finnish class teacher and language teacher education programme that uses English as the primary medium of instruction. The study proposes a tripart…
Emotions and Autonomy in Foreign Language Learning at University
2018
<div> <p>This article explores the role of emotions in foreign language learning at university level. Drawing on the recent literature regarding the affective dimension in language learning, it illustrates the ways in which students experience emotions in foreign language learning. Particular emphasis is given to the way in which students’ emotions, both positive and negative, emerge and change during their learning process. The article presents a study conducted among university students learning English in a co-directed and autonomy-inspired environment. Following a qualitative approach, students’ emotional expression was investigated, by means of individual advising sessions …
Researching pronunciation learning strategies: An overview and a critical look
2018
Disparate goals that learners might have in learning second or foreign language pronunciation and the scant classroom time that can be dedicated to teaching this target language subsystem dictate that learner autonomy is of vital importance in this case and adept use of pronunciation learning strategies (PLS) can be viewed as key to the development of this attribute. Surprisingly, research on these strategies is scarce, mainly focusing on the identification and classification of PLS, diverse instruments are used for data collection and the findings are inconclusive. The paper provides an overview of the available research on PLS with respect to their identification, learners’ preferences co…
Oppilaiden kanssa vastuuta jakamassa : peruskoulun kahdeksannen luokan oppilaiden autonomian vahvistaminen englannin oppitunneilla samanaikaisopetuks…
2016
The aim of this ethnographic and autoethnographic research was to explore what kind of a learning culture existed in an 8th grade English class in a Finnish basic education school in the 2011-2012 academic year. The class was taught jointly by a subject teacher and a special education teacher. A teaching experiment was implemented with the support of co-teaching during which teachers aimed to strengthen students' learning autonomy: to support their active learning and help them act as responsible learners. The research data included participant observation notes, interviews of a subject teacher and students, and different kinds of documents produced by teachers and students during the imple…
"Let the games begin" : second language strategies in a business game
1998
Fostering Teacher-Student Interaction and Learner Autonomy by the I-TUTOR Maps
2014
The paper analyses the use of an automatically generated map as a mediator; that map visually represents the study domain of a university course and fosters the co-activity between teachers and stu- dents. In our approach the role of the teacher is meant as a media- tor between the student and knowledge. The mediation (and not the transmission) highlights a process in which theres no deterministic rela- tion between teaching and learning. Learning is affected by the students previous experiences, their own modalities of acquisition and by the in- puts coming from the environment. The learning path develops when the teachers and the students visions approach and, partly, overlap. In this cas…