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Journal articles on the topic 'Language learning autonomy'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Wenden, Anita L. "Autonomy in language learning." System 25, no. 4 (1997): 584–88. http://dx.doi.org/10.1016/0346-251x(97)90169-x.

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Osidak, Viktoriya. "LANGUAGE LEARNER MOTIVATION IN LANGUAGE AUTONOMY." АRS LINGUODIDACTICAE, no. 1 (2017): 25–30. http://dx.doi.org/10.17721/2663-0303.2017.1.04.

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Background: The notion of independent, autonomous learners is the focus of modern teaching paradigm as the key to success in language learning. At the same time the analysis of students’ attitude to their learning process has shown that many university students are not ready to take the responsibility for their own progress. The research in the field of learners’ motivation proves that motivation is the basic ingredient of the promotion and development of the autonomous language learning environment which results in the shift from teacher-centered to student-centered approach in the language

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Najeeb, Sabitha S. R. "Learner Autonomy in Language Learning." Procedia - Social and Behavioral Sciences 70 (January 2013): 1238–42. http://dx.doi.org/10.1016/j.sbspro.2013.01.183.

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Vysotska, Oksana. "ENCOURAGING LEARNERS’ AUTONOMY: ALTERNATIVE ASSESSMENT IN LANGUAGE TEACHING / LEARNING." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 16(84) (2022): 116–19. http://dx.doi.org/10.25264/2519-2558-2022-16(84)-116-119.

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Technology advance and volumes of information that people come across make them learn during their whole life. They should be able to meet the requirements of the rapidly changing world. That puts lifelong learning on the agenda as it is a prerequisite for a sustainable future and professional success. Thus, it is understandable that people should be prepared for autonomous lifelong learning which is one of the essential tasks set for university education. Students should be prepared to acquire new knowledge and to develop their skills by themselves when their formal education is over. They sh

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Benson, Phil. "Autonomy in language teaching and learning." Language Teaching 40, no. 1 (2007): 21–40. http://dx.doi.org/10.1017/s0261444806003958.

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There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as self-regulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and

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Montanaro, Marianna. "AUTONOMIA NELL’APPRENDIMENTO DELLE LINGUE STRANIERE. UNA REVISIONE DELLA LETTERATURA." Italiano LinguaDue 15, no. 2 (2023): 287–303. http://dx.doi.org/10.54103/2037-3597/21949.

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La finalità del presente articolo è ricostruire lo stato dell’arte riguardo l’autonomia degli studenti nell’apprendimento delle lingue straniere (LS). L’autonomia è un concetto complesso e ampiamente studiato a partire dagli anni Settanta del Ventesimo secolo. È centrale nelle argomentazioni pedagogiche e glottodidattiche e la riflessione intorno all’autonomia è ancora oggi urgente e contingente in quanto è presupposto per il lifelong learning e per l’innovazione pedagogica e didattica. Si presenta dunque lo stato dell’arte sull’autonomia dagli anni Settanta al primo decennio degli anni duemil

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Benson, Phil, and Jing Huang. "Autonomy in the transition from foreign language learning to foreign language teaching." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 421–39. http://dx.doi.org/10.1590/s0102-44502008000300003.

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This paper discusses the historical development of the concept of teacher autonomy in foreign language education and its relationship to the idea of learner autonomy. Three major phases in the development of conceptions of teacher autonomy are reviewed, involving attention to teacher roles in autonomous learning projects, professional development and professional freedom. Different ways of conceptualising the link between teacher and learner autonomy are discussed and an alternative conception based on the notion of transition from learner autonomy to teacher autonomy in learning-teaching care

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Cotterall, Sara. "Roles in autonomous language learning." Australian Review of Applied Linguistics 21, no. 2 (1998): 61–78. http://dx.doi.org/10.1075/aral.21.2.04cot.

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Abstract The literature on autonomous learning indicates that role is a critical dimension in implementing learner autonomy. This paper examines the roles adopted by learners and teachers in language learning settings where the objective of promoting learner autonomy has been adopted. It does this first by exploring the ways in which different writers committed to autonomy have characterised learner and teacher roles. It then focuses specifically on language learning and considers how three variables – culture, learning mode and individual differences – might influence the roles which individu

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Şakrak-Ekin, Gülnihal, and Cem Balçıkanlı. "Does Autonomy Really Matter in Language Learning?" Journal of Language and Education 5, no. 4 (2019): 98–111. http://dx.doi.org/10.17323/jle.2019.8762.

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The main aim of this study was to unravel the possible relationship between individuals’ level of autonomy as EFL learners and academic success in terms of language learning at the tertiary level. Additionally, this quantitative study focused on exploring EFL learners’ level of autonomy and also the relationship between learner autonomy and some personal factors, including gender, age, English level, and the length of English education. In order to assess the participants’ levels of autonomy, a questionnaire consisting of 66 items was administered to 267 university students, who were Turkish-s

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Lahaie, Ute S., and Ernesto Macaro. "Target Language, Collaborative Learning, and Autonomy." Die Unterrichtspraxis / Teaching German 33, no. 2 (2000): 194. http://dx.doi.org/10.2307/3531581.

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Merawati, M. V. Joyce. "LANGUAGE LEARNING AUTONOMY AND ACTION RESEARCH." Jurnal Bahasa Inggris Terapan 2, no. 2 (2016): 1–8. http://dx.doi.org/10.35313/jbit.v2i2.1286.

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This study attempts to explore the development of learning autonomy of seventeen Civil Engineering students at a state polytechnic in Indonesia when learning English as a foreign language by conducting inductive action research together with the students and was supported by the managing staff of Self-Access Language Learning (SALL). The development was analyzed from learners’ journals, observations, and class discussion or small talks. The results showed that conducting action research with the students for two semesters develops language learning autonomy in various degrees moving from physi

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Ludwig, Christian. "Assessment and Autonomy in Language Learning." ELT Journal 71, no. 1 (2016): 119–22. http://dx.doi.org/10.1093/elt/ccw084.

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Busse, Vera. "Maintaining Control: Autonomy and Language Learning." System 38, no. 2 (2010): 340–41. http://dx.doi.org/10.1016/j.system.2010.03.009.

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Leis, Adrian, Akihiko Tohei, and Simon D. Cooke. "Smartphone Assisted Language Learning and Autonomy." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (2015): 75–88. http://dx.doi.org/10.4018/ijcallt.2015070105.

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In the present study we investigate the advantages of using smartphones in an English as a foreign language (EFL) classroom. We compared two groups of Japanese university students who were either prohibited from using their smartphones in the classroom, or encouraged to use them for academic purposes, examining whether those using smartphones in their EFL lessons would show a tendency toward being autonomous. The results indicated that students who were encouraged to use their smartphones during class were inclined to study more in their free time as well as show signs of autonomy by taking ch

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Lee, Icy. "Supporting greater autonomy in language learning." ELT Journal 52, no. 4 (1998): 282–90. http://dx.doi.org/10.1093/elt/52.4.282.

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Olearski, J. "Maintaining Control: Autonomy and Language Learning." ELT Journal 64, no. 4 (2010): 486–89. http://dx.doi.org/10.1093/elt/ccq051.

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Jennings, Adam. "Autonomy in Language Teaching and Learning." British Journal of Multidisciplinary and Advanced Studies 4, no. 6 (2023): 42–51. http://dx.doi.org/10.37745/bjmas.2022.0360.

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The present study attempts to test the hypothesis of compromised learner autonomy hinders students’ ability to demonstrate critical thinking in oral communication activities in Japanese University EFL classes. Two surveys were administered to advanced-level L2 learners (N=168). The results showed a correlation between teacher dependence and the inability to demonstrate critical thinking skills in the majority of the students (N=168). Furthermore, twenty students, who represented the remaining minority, perceived themselves as independent/autonomous learners in the initial survey and identified

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Khonamri, Fatemeh, Martina Pavlikova, Fatemeh Ansari, Natalia L. Sokolova, Andrey V. Korzhuev, and Elena V. Rudakova. "The impact of collaborative instruction of language learning strategies on language learning beliefs and learner autonomy." XLinguae 13, no. 4 (2020): 216–34. http://dx.doi.org/10.18355/xl.2020.13.04.16.

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Research on the relationship among language learning strategy, language learning beliefs and autonomy abounds in the literature. However, few studies have explored the possibility of promoting learners’ autonomy and changing their beliefs through instructing language learning strategies in a collaborative manner. In addition, most of the earlier investigations have been carried out through purely cognitive or sociocultural perspectives employing solely quantitative or qualitative methods. Using a socio-cognitive framework, the present study aimed at first, identifying the relationships among l

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Rochma, Anis Firdatul. "PRACTICALITY OF LANGUAGE LEARNING APPLICATION FOR STUDENTS’ AUTONOMOUS LEARNING." Jurnal Bahasa Lingua Scientia 16, no. 1 (2024): 175–95. https://doi.org/10.21274/ls.2024.16.1.175-195.

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One of several techniques for increasing student autonomy is to include current technologies such as cell phones and tablet PCs. However, various challenges occur about the incorporation of current technology in the learning process, which appears to be ineffectual in producing such situations that learner autonomy is realized. The current study is intended to investigate the beneficial effects of Edmodo, Duolingo, Memrise, Socrative, and Quizlet using the SAMR paradigm to assist learners in increasing their language learning autonomy. Employing mobile applications certainly promotes autonomou

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Le, Thanh Thao, and Hong Hieu Hua. "Empowering Language Learners." FOSTER: Journal of English Language Teaching 5, no. 2 (2024): 90–101. http://dx.doi.org/10.24256/foster-jelt.v5i2.163.

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This qualitative study investigates the strategies employed by Vietnamese tertiary English as a Foreign Language (EFL) teachers to enhance learner autonomy in communication skills. Set against the backdrop of Vietnam’s evolving educational landscape, the study is informed by the theoretical frameworks of learner autonomy and sociocultural theory. The research utilizes semi-structured interviews with nine EFL teachers from two institutions, encompassing novice, mid-career, and near-end career stages. The thematic analysis of the interview data revealed four key strategies: collaborative learnin

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Shi, Weixuan, and Ligang Han. "Promoting Learner Autonomy Through Cooperative Learning." English Language Teaching 12, no. 8 (2019): 30. http://dx.doi.org/10.5539/elt.v12n8p30.

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Learner autonomy has become a hot topic and goal in the research of foreign language education. However, it is the most difficult question to define language learner autonomy and any answer to it is likely to be subjective. On the basis of expounding upon the different definitions concerning the research on learner autonomy in language teaching and learning, this study was to explore how cooperative group learning helps to improve learner autonomy. The survey&rsquo;s findings indicate that the group work helps to improve students&rsquo; learning attitude, interest and motivation. It al

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Ana, Caresse V. Acosta. "Autonomous Learning Process and English Language Autonomy among Grade 10 Learners in Camp Vicente Lim Integrated School." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 01 (2024): 255–63. https://doi.org/10.5281/zenodo.10560625.

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The main thrust of this study was to determine the level of manifestation of autonomous learning process in relation to the level of English language autonomy of Grade 10 learners in Camp Vicente Lim Integrated School and to be assured that autonomous learning process and language autonomy is successfully implemented and developed most especially among the public school. The action plan for implementing autonomous learning process and improving the level of language autonomy was the output of the study.This study followed the descriptive-correlational method design. Through simple random sampl

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Oka Agustini, Ni Putu. "Examining the Role of ChatGPT as a Learning tool in Promoting Students' English Language Learning Autonomy relevant to Kurikulum Merdeka Belajar." EDUKASIA: Jurnal Pendidikan dan Pembelajaran 4, no. 2 (2023): 921–34. http://dx.doi.org/10.62775/edukasia.v4i2.373.

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This study aimed to examine the effect of ChatGPT, an AI-powered chatbot, as a learning aid in encouraging English language learning autonomy among Indonesian students enrolled in the Kurikulum Merdeka Belajar (KMB) program. The study used a mixed-methods research approach that included questionnaires and semi-structured interviews to examine how English Language Learners utilize ChatGPT to regulate their learning processes, establish objectives, and make decisions about their English language acquisition. Additionally, the study explored how ChatGPT can be integrated into the KMB program to p

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Silva, Walkyria Magno e. "A model for the enhancement of autonomy." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 469–92. http://dx.doi.org/10.1590/s0102-44502008000300005.

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This article presents an innovative model for the enhancement of learner autonomy and shows some of its results and challenges. The model entails investigation of problematic areas of individual students' foreign language learning processes, identification of their privileged learning styles, use of technological tools to improve learning autonomy, development of a wider range of language learning strategies, and implementation of self-monitoring and self-evaluation routines. This model has been applied for the last three years with undergraduate students, earning a B.A. in Modern Languages (E

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Ashurova, Umida, and Vick L. Ssali. "Identity, motivation and autonomy in language learning." Innovation in Language Learning and Teaching 9, no. 3 (2014): 285–89. http://dx.doi.org/10.1080/17501229.2014.927191.

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Lockwood, Travis. "Social Dimensions of Autonomy in Language Learning." Journal of Language, Identity & Education 15, no. 3 (2016): 198–200. http://dx.doi.org/10.1080/15348458.2016.1166434.

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Jiang, Yu. "Identity, motivation and autonomy in language learning." International Journal of Bilingual Education and Bilingualism 17, no. 6 (2013): 731–33. http://dx.doi.org/10.1080/13670050.2013.857506.

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Werbińska, Dorota. "Social dimensions of autonomy in language learning." System 59 (July 2016): 128–30. http://dx.doi.org/10.1016/j.system.2016.04.007.

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Soliman, Christian, and Joanne D. Gorospe. "Learner Autonomy, Language Learning Strategies and English Language Proficiency of Filipino Senior High School Students." International Journal of Language and Literary Studies 6, no. 2 (2024): 330–59. http://dx.doi.org/10.36892/ijlls.v6i2.1645.

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This study assessed students’ knowledge by looking at their learner autonomy in English language learning, the extent of language learning strategies and their English language proficiency. A descriptive method of research was used in this study. The respondents of this study were senior high school students of Magsaysay District during the second semester of the Academic Year 2022-2023. They were selected through a proportional random sampling technique. Several instruments were used by the researcher including the survey questionnaires about learner autonomy in English language learning, the

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YASMIN, Musarat, and Ayesha SOHAIL. "A CREATIVE ALLIANCE BETWEEN LEARNER AUTONOMY AND ENGLISH LANGUAGE LEARNING: PAKISTANI UNIVERSITY TEACHERS’ BELIEFS." Creativity Studies 11, no. 1 (2018): 1–9. http://dx.doi.org/10.3846/23450479.2017.1406874.

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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 conn

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Chateau, Anne, and Maria Giovanna Tassinari. "Autonomy in language centres: myth or reality?" Language Learning in Higher Education 11, no. 1 (2021): 51–66. http://dx.doi.org/10.1515/cercles-2021-2002.

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Abstract Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language

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Hermagustiana, Istanti, and Dian Anggriyani. "Language Learner Autonomy: The Beliefs of English Language Students." IJEE (Indonesian Journal of English Education) 6, no. 2 (2020): 133–42. http://dx.doi.org/10.15408/ijee.v6i2.15467.

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ABSTRACTThis study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers t

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Collins, Heloisa. "Distance learning, autonomy development and language: discussing possible connections." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 24, spe (2008): 529–50. http://dx.doi.org/10.1590/s0102-44502008000300008.

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This paper addresses issues related to autonomy in the context of online distance learning in order to examine possible connections between autonomy and distance learning, examine different concepts of autonomy, and map the language of autonomy in asynchronous communication. Three theoretical areas have given support to the study: distance learning as critical inquiry, as proposed by Garrison et al. (2003); autonomy development as proposed by Benson (2001); and interpersonal communication as proposed by systemic functional linguistics (Halliday & Matthiessen 2004; Martin & Rose 2003).

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Mahendra, Ramadhan, and Sulis Triyono. "Language Learning and Learner Psychology: Building Autonomy in Multilingual Culture." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (2019): 32–39. http://dx.doi.org/10.22225/jr.5.1.924.32-39.

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The notion of autonomous learning used in second language learning has become a focal point of scholars in recent years. However, building an autonomy in specific language learners might be different in the view of psychology within multilingual culture which raised interesting issues. However, learners’ psychology determines about how far they must learn the second language. In addition, the multilingual culture has important role as variable but in an abstract way. It appears that in some languages learners who had multilingual culture backgrounds have different situation in comprehending th

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Bozkurt, Nilcan, and Fadime Yalcin Arslan. "Learner Autonomy in Language Learning: Syrian Refugee EFL Learners’ Perceptions and Readiness." Multidisciplinary Journal of Educational Research 8, no. 2 (2018): 115. http://dx.doi.org/10.17583/remie.2018.3028.

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This study examined Syrian refugee English as a Foreign Language (EFL) learners’ perceptions regarding learner autonomy as well as their readiness for autonomy in English language learning. It also investigated the effects of grade and gender on learners’ perceptions. A mixed-method research design was utilized, and findings indicated that neither grade nor gender had caused statistically significant differences in terms of Syrian refugees’ perceptions of learner autonomy in language learning; nevertheless, both had caused statistically significant differences in terms of sub-scales. While the

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M., Bharathi, and Aditya Sai Srinivas T. "Language Fluency, Engineering Proficiency: Navigating Autonomy in Learning." Journal of Research and Review in Sales and Marketing 1, no. 1 (2024): 8–14. https://doi.org/10.5281/zenodo.10884677.

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<em>This research explores fostering autonomy in English language learning among engineering students in India. The shift from traditional, teacher-led instruction to student-centered approaches is examined, emphasizing the importance of empowering learners to take charge of their learning process. Strategies such as personalized goal-setting, collaborative learning, and leveraging technology are proposed. Resources like language learning apps, online platforms, and real-world applications are highlighted for their role in promoting autonomy. Additionally, the impact of learner autonomy on lan

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Ho, Khanh Huyen, and Thi Hoai Hoang. "Exploring Vocational Students' Perceptions Towards Language Hub in Enhancing Autonomy." Proceedings of the AsiaCALL International Conference 6 (December 31, 2024): 268–79. https://doi.org/10.54855/paic.24619.

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This study aims to examine how an integrated digital learning platform, the Language Hub system, may enable vocational students to acquire more language learning autonomy. Although great efforts are made to raise language competency, vocational students typically need help to become autonomous in their educational process. This study fills in this gap by examining students' perceptions of the Language Hub and how it influences learner autonomy. Learner autonomy is proven to improve language acquisition significantly. The study was conducted with 80 students from a vocational school and employe

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Cárcamo, Benjamín, and Cristian Pérez. "Toward Autonomous Learning: Exploring the Impact of Participating in an Online Second Language Learning Course." International Journal of Information and Education Technology 12, no. 5 (2022): 449–55. http://dx.doi.org/10.18178/ijiet.2022.12.5.1640.

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As online education programs increase their numbers, autonomous learning becomes more necessary to achieve academic success. The present research determines the impact that participating in an online course has on students’ language learner autonomy. To quantify this impact the Measuring Instrument for Language Learner Autonomy was applied in the second and last week of the course. By means of a paired samples t-test, it was confirmed that the students participating in the course increased their language learner autonomy. Additionally, the specific behaviors that changed were revealed to be as

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Elliott, Darren. "Autonomy and Foreign Language Learning in a Virtual Learning Environment." ELT Journal 70, no. 2 (2016): 235–36. http://dx.doi.org/10.1093/elt/ccw002.

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Dişlen Dağgöl, Gökçe. "Revisiting EFL students’ language learning autonomy and lifelong learning tendencies." RumeliDE Dil ve Edebiyat Araştırmaları Dergisi, no. 30 (October 21, 2022): 1061–75. http://dx.doi.org/10.29000/rumelide.1188790.

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The need to learn English is increasing more and more to keep up with the changes caused by globalization. However, what you learn is as important as how you learn it because the way you learn it influences the efficiency, permanence and sustainability of learning. One of these ways in undoubtedly is autonomous language learning. Taking the responsibility of one’s own learning could make the process more concrete and conscious, thus paving the way for lifetime learning. Having such traits gains greater importance at tertiary level where students are expected to be autonomous and lifelong learn

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Davies, Huw. "Pursuing Autonomy through Dialogue." LLT Journal: A Journal on Language and Language Teaching 19, no. 2 (2017): 89–95. http://dx.doi.org/10.24071/llt.v19i2.302.

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In the Self-Access Learning Center (SALC) at a university in Japan, language learners create and implement individual learning plans. Strategies to facilitate reflective dialogue are used by learning advisors to encourage these learners to pursue their language goals and become increasingly less reliant on direction from their teachers. In this paper, a definition for autonomy is given, and the teaching setting is introduced, giving an overview of the SALC and outlining the ways learners use it, drawing on examples of learners at different stages on their journey to autonomy. After looking at

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Ruelens, Elke. "Measuring language learner autonomy in higher education: The Self-Efficacy Questionnaire of Language Learning Strategies." Language Learning in Higher Education 9, no. 2 (2019): 371–93. http://dx.doi.org/10.1515/cercles-2019-0020.

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Abstract Students in higher education are expected to be autonomous and to become co-owners of their learning. In practice, they need support to advance their autonomy, and formal education is assigned an important role in this development. In order to optimally support the advancement of learner autonomy, educators should be able to define, identify and measure autonomy. Many models and approaches for measuring learner autonomy have been proposed, but as they were mainly developed for research purposes, they are not well suited for implementation in everyday teaching. This study aimed to desi

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Betancor-Falcon, Santiago. "A Critical History of Autonomous Language Learning: Exposing the Institutional and Structural Resistance Against Methodological Innovation in Language Education." Studies in Self-Access Learning Journal 13, no. 3 (2022): 332–46. http://dx.doi.org/10.37237/130303.

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In our current information societies, opportunities for innovative language teaching methodologies are plenty, yet we continue to teach languages as we did centuries ago. In this paper, I will conduct a critical review of the history of language learning, the institutionalization of language education, and the information revolution in order to unveil the structural and material factors that limit methodological innovation and hinder the development of learner autonomy, critical thinking, and life-long learning. Based on this review I further argue that scarcity and the system’s rational funct

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Hsu, Liwei. "A Configurational Exploration on the Promise and Perils of Generative AI in Project-Based Language Learning." International Journal of Computer-Assisted Language Learning and Teaching 15, no. 1 (2025): 1–20. https://doi.org/10.4018/ijcallt.382182.

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This study employs fuzzy-set Qualitative Comparative Analysis to investigate how generative artificial intelligence (GAI) integration affects English as a Foreign Language development in project-based learning (PjBL) contexts. This study examined configurations of learner autonomy, collaborative learning, GAI-supported language learning, and GAI-supported project-based learning among 43 undergraduate students engaged in a 12-week intervention. Results identified four pathways to enhanced language development: autonomy with GAI language support, synergistic integration of autonomy and collabora

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Wiranti, Sukma, and Elok Widiyati. "EXPLORING THE FACTORS AND LEVELS OF STUDENTS’ AUTONOMY IN LANGUAGE LEARNING." IJIET (International Journal of Indonesian Education and Teaching) 7, no. 1 (2022): 8–21. http://dx.doi.org/10.24071/ijiet.v7i1.5139.

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Students’ autonomy is important in language learning since students’ autonomy is considered one of the elements in successful language learning. This study aimed to explore the students’ autonomy levels in language learning by considering the characteristics of autonomous students and the factors that affected students’ autonomy. As a mixed-method study, this study combined questionnaires and interviews as the instruments. The sample of this research was 34 students of XII MIPA 1 of SMA Negeri 2 Semarang. The quantitative data regarding students’ autonomy levels showed: emerging (0%), beginnin

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Lange, Anja. "Enhancing learning autonomy in foreign language learners through counselling – concept and tools." Germanistik in der ukraine, no. 19 (June 20, 2025): 57–67. https://doi.org/10.32589/2408-9885.2024.19.333162.

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Language learning counseling is offered at many universities in Germany. Since 2020, a project on language learning counseling for computer science students has been running at INAI.KG in Bishkek, Kyrgyzstan, where students receive counseling alongside their German language courses. The learner and the advisor work together to set realistic tasks that the learner should complete within a specified period. This could include, for example, trying out a new learning method or developing a strategy for better self-organization. The long-term goal is to equip learners with a repertoire of strategie

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Han, Ligang. "On the Relationship Between Teacher Autonomy and Learner Autonomy." International Education Studies 13, no. 6 (2020): 153. http://dx.doi.org/10.5539/ies.v13n6p153.

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With the research on fostering and cultivating learner autonomy in foreign/second language teaching and learning, teacher autonomy has gained momentum in the research of foreign language teacher education. There have been many theoretical research and discussions about the definitions of learner autonomy. Many researchers acknowledge that language teachers play important roles in developing learner autonomy. However, the relationship between teacher autonomy and learner autonomy needs to be explored. The focal point of the present paper is a tentative discussion on the relationship between tea

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Nicolaides, Christine, and Renata Archanjo. "REFRAMING IDENTITIES IN THE MOVE: A TALE OF EMPOWERMENT, AGENCY AND AUTONOMY." Trabalhos em Linguística Aplicada 58, no. 1 (2019): 96–117. http://dx.doi.org/10.1590/010318138653993453211.

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ABSTRACT Transnational movements raised by globalization to a status of normality, let alone to absolute necessity, have reshaped the world and social practices (VERTOVEC, 2007; WEI & HUA, 2013). As a social practice, language dimension acquires a renewed importance in the way people use and consume languages functioning as an agent in the exercise of social and political power. Language ideologies, whether individual or socioculturally constructed, may be a source of empowerment or, conversely, disempowerment, forging asymmetries in the way people consume languages. Thus, the pursuit of a

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Darsih, Endang. "FOSTERING LANGUAGE LEARNER AUTONOMY: INDONESIAN EFL LECTURERS VOICES." English Review: Journal of English Education 7, no. 1 (2018): 51. http://dx.doi.org/10.25134/erjee.v7i1.1495.

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Studies reported that education in Indonesia has not been promoting learner autonomy as the main goal of the learning process. In fact, it could be one of the solutions to improve the quality of Indonesian students and a key goal for tertiary English learning. This explorative study was conducted to find out lecturer�s beliefs about learner autonomy and the activities done by the lecturers to foster learner autonomy. Seventeen lecturers from English Education Study Program were voluntarily investigated and interviewed. Questionnaires about Teachers' Beliefs about Learner Autonomy compiled by B

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Szőcs, Krisztina. "Teachers’ and learners’ beliefs about language learning autonomy and its implications in the classroom: A mixed method study." Apples - Journal of Applied Language Studies 11, no. 2 (2017): 125–45. http://dx.doi.org/10.17011/apples/urn.201708233542.

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Justifications for promoting learner autonomy in language learning are manifold. As teachers have a central role in developing learner autonomy and given the influence teachers’ beliefs have on their practices (Borg, 2006), it is essential to gain insight into their views regarding learner autonomy (Borg & Al-Busaidi, 2012). Similarly, learners’ perceptions concerning language learning influence their openness to the ideas presented in the language classroom (Cotterall, 1995). Furthermore, as mismatches between teachers’ and students’ beliefs could have a negative impact on learners’ motiv

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