Learner autonomy has been consistently identified to foster independent learning over the last three decades, and its promoting practices have primarily been targeted by empirical investigations. ...However, only little attention has been paid to students’ perceptions and the specific social factors that can sustain the development of this capacity, particular in the case of young learners. To bridge this gap, the current study investigates if high school English foreign language (EFL) students’ perceptions of learner autonomy is mediated by their perceived parental supports. Employing a quantitative approach, this research distributed a Likert item questionnaire to 515 high school students who learn English as a foreign language to find out their perceptions of learner autonomy and its relation to the level of parental support that they perceive. The data analysis shows a positive correlation between the two. The more care that the students think they can receive from their parents, the greater appreciation of learner autonomy they express. This indicates the significant role of parents in fostering the development of learner autonomy and calls for further research on this complex relationship.
Learner autonomy is the main solution for overcoming learning loss in the limited face-to-face policy (PTM) that was implemented in Indonesia in early 2022. This research is based on the phenomenon ...of the decreasing quality of learning Arabic due to the pandemic. A qualitative research approach with the type of case studies used in this research is used to reveal the decline in learning and independent learning at tertiary institutions in Jambi Province. A case study approach is used in this study. The main findings and results are described by uncovering a case of learning loss in limited face-to-face policies in Jambi Province. This research addresses two main focuses: First, the phenomenon of learning loss is caused by several factors, such as adaptation to hybrid learning, limited internet access, minimal learning platform services, and technological stuttering. Finally, learner autonomy on limited face-to-face learning (PTM) policies in Jambi implementation of independent learners By the Autonomy Learning Scale (ALS), fulfilling the seven aspects of self-learning implementation with the highest (good enough) score on the three categories of self-awareness indicators (6.5 score), self-effort (6.5 and extensive autonomous activities (6.7 score) achieves a score of 6.7. And the low category on the aspect of self-confidence with a score of 2.5 and motivation, which only gets a score of 0.5.
Rise of Humanistic Education Zarin Tasnim; Risala Ahmed
Crossings,
06/2022, Volume:
13, Issue:
1
Journal Article
Peer reviewed
Open access
This theoretical paper aims to explore the concept of the humanistic approach in the field of teacher education. Humanistic education is concerned with the study of learners’ emotions, knowledge, and ...experiences involved in their learning process. According to this approach, students should be viewed as “humans,” not as “machines” as they are the most crucial part of the education system. The curriculum and syllabus should focus on the students’ interests, needs, and overall learning circumstances. In humanistic teaching, students are perceived as active beings, not “robots” who are supposed to follow the teacher’s orders without any justification or challenge. Teachers’ roles in humanistic education are to cater support to the students considering several learner factors and guiding them to reach the highest point of autonomous learning. Therefore, the humanistic approach needs to be adapted in the academic field for ensuring practical learning and mutual respect between teachers and students. The paper is organized into three sections. First, it explores the origin and evolution of the humanistic movement in education. Secondly, a detailed account of the basic principles and teacher roles in humanistic education is provided. Finally, the paper discusses its implications in ELT and existing complications regarding this approach.
Studies on learner autonomy (LA) in EFL learning have been widely reported. However, the promotion of LA through EFL textbooks in Indonesia remains under-explored. This study investigated the extent ...to which the EFL textbook Erlangga Straight Point Series (ESPS) facilitates LA, the students’ perceptions of the textbook in promoting LA, and the teacher's perceptions of LA facilitation in the textbook contributing to EFL learning. This study employed quantitative and qualitative research designs involving 20 EFL students and an EFL teacher at a private Islamic senior high school in Bengkulu, Indonesia. The data were garnered from the textbook evaluation, the student questionnaires, and the teacher interview. The corpus data were analyzed through the framework by Nunan (1997), the questionnaires were through percentage calculation, and the interview results were through thematic analysis. The results showed that LA is not optimally facilitated in task sections of the textbook. Moreover, the students perceived the textbook only supported LA through the principles of classroom activities, self-assessment, and self-reflection. Meanwhile, the teacher positively perceives LA, but institutional support for its implementation is unavailable. This study implies the pivotal roles of all stakeholders in education to support autonomous learners through EFL textbooks.
The aim of the article is to present an analysis of the assessment of the use of information and communication technology (ICT) in conventional textbooks for teaching English. After presenting the ...theoretical framework of the new core curriculum in terms of autonomy and ICT application, the study describes the way in which ICT tools are integrated or ignored in current English textbooks. The study covered textbooks used in the seventh grade of primary school. Six of the eight (one per publisher) textbooks available on the market were selected for this purpose. Qualitative research comprised a thorough evaluation of tasks which comprised explicit references to ICT. The quality of the analysed didactic materials was determined by the potential level of supporting students’ autonomy by using the coursebook tasks in question, measured through a specially designed Likert scale. The conclusions served to propose changes and improvements to these textbooks.
More and more educational stakeholders are now concerned on learner autonomy (later will be abbreviated as LA) as a fundamental key to actualize an effective and successful instructional process. ...While research addressing strategies to promote LA has been conducted in ample amount, this research tries to include a more holistic coverage. This research aims at investigating strategies or activities that teachers implement in English language classroom in fostering LA, what reasons are behind the selection of those activities, and to what extent those activities enable LA to take place. Data were collected from 35 teacher respondents who have taught junior high school or higher levels. Questionnaire and semi-guided interview were employed to yield relevant data. Findings show that activities related to psychological dimension become the most favoured ones to apply in the classroom. It is followed by social, technical, and political dimensions accordingly. Those activities are applicable to certain situations and extent.
Social changes and development of technology force EFL teachers’ struggle to utilize potentially useful technology and promote learner autonomy. Edmodo as a highly versatile micro blogging platform ...is needed to develop learner autonomy in virtual learning environments. Keeping this need in mind, this paper reports on the attempt to develop learner autonomy online of 65 EFL learners in the fifth semester of English Department in STAIN Ponorogo through Edmodo. Data were collected through observations and the analyses of the observations light on the overall experience of learning with Edmodo especially through the lens of learner autonomy. The results showed that Edmodo afforded students the opportunity to take responsibility for their own learning and involve them in taking ownership (partial or total) of many learning processes. However, lack of access to internet and the ambiguous task instruction also contributed to a limited level of social interaction in virtual learning environments. Finally, it can be concluded that well-designed tasks and accessibility to internet are essential to maximize the potentials of Edmodo for learner autonomy.
•Cognitive flexibility is a positive significant predictor of learning autonomy.•The increase in cognitive flexibility has an increasing effect on learner autonomy.•Reflective thinking is a positive ...significant predictor of cognitive flexibility.•The increase in reflective thinking has an increasing effect on cognitive flexibility.•Reflective thinking significantly explains learner autonomy when cognitive flexibility taken as a mediator variable.
The research aims to investigate the relationships between cognitive flexibility, learner autonomy, and reflective thinking and the mediating role of cognitive flexibility in the effect of reflective thinking on learner autonomy. In this regard, the research was formulated as a relational comparison study. In the study, data were obtained by use of the “Cognitive Flexibility Scale”, “Learner Autonomy Scale” and “Reflective Thinking Scale”. The study population consisted of 483 student teachers in three state universities in Turkey. “Pearson Product Moment Correlation Coefficient” and “Path Analysis Model” were utilized for analysis. In conclusion, it was found out that reflective thinking was a positive significant predictor of cognitive flexibility, and the increase in reflective thinking had an increasing effect on cognitive flexibility. It was also determined that cognitive flexibility was a positively significant predictor of learner autonomy and the increase in cognitive flexibility skill had an increasing effect on learner autonomy. Within the context of the results, practices that support the development of “cognitive flexibility skills”, “learner autonomy” and “reflective thinking skills” can be included in teacher training programs, which can have a positive effect on the improvement of these skills of student teachers and raising qualified teachers in addition to that the quality in the learning-teaching process will be positively affected.
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IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
This paper investigates an attempt to stimulate autonomous practices among EFL (English as a Foreign Language) learners in Vietnam. While recent educational policies have advocated the development of ...learner autonomy in English language teaching and learning, approaches taken to support autonomy can sometimes be limited. In this paper, we reported the participation of one teaching colleague and twenty-six students in an action research project. Data sources included two rounds of interview and test between which a project work was conducted. Autonomy-supporting priorities included goal setting, planning, implementing and evaluation. The findings indicated that traditional pedagogy impacts on language learner autonomy to some extent. However, there was strong evidence that the development of project work can help Vietnamese learners to take greater control over their own learning. Pedagogical practices of autonomous learning through the use of project work in Vietnam and the region are suggested.
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