This paper attempts to investigate and compare two forms of learning logs using Google Sheets – individual and collaborative learning logs – and their effect on EFL university students’ development...
This paper examines how learner autonomy and self-regulated learning might be related by comparing and contrasting the two constructs. After identifying the traits learner autonomy and self-regulated learning have in common, I argue that in order to understand how they differ we have to look beyond a discrete point comparison of their features. Given that both areas of inquiry have been broadening their focus on the individual learner to include greater recognition of the role of the social envi...
Paradoxical as it might seem, most of the authors contributing to this exploration of the social dimensions of autonomy in language learning began their chapter by referring to Holec’s seminal definition. He defined autonomy as ‘the ability to take charge of one’s own learning’ (Holec 1981: 3), and, in doing so, situated the construct squarely on the individual side of the individual-social dialectic in applied linguistics (for a discussion see Benson and Cooker 2013b). His definition and accomp...
Developing learners who are able to take responsibility for their own learning, both independently and in collaboration with others, is regarded as a key feature of UK Higher Education in the 21st century (Dearing 1997). A fast moving global environment means graduates will need to learn to learn in order to adapt and be employable (Baume 1994; Dearing 1997). This change in the public and government expectations has prompted a shift towards more student-centred approaches to teaching and learnin...
#1Diego Navarro(Kanda University of International Studies)H-Index: 3
#2Katherine Thornton(Kanda University of International Studies)H-Index: 3
Abstract Employing the principles of a contextual approach to learner belief research and applying it to a self-directed learning context at a Japanese university, this longitudinal study investigates the complex interplay between beliefs and actions and its contribution to the development of language learning skills. Through the triangulation of various qualitative data sources, including language learning histories and reflective accounts of students’ self-directed learning actions, with detai...
#1Ema Ushioda(Warw.: University of Warwick)H-Index: 30
Abstract This paper reviews contemporary developments in motivation theory and research, and discusses how they are relevant to our understanding of language learner autonomy. Within the fields of mainstream psychology and applied linguistics, theoretical perspectives on motivation are currently undergoing considerable change and transformation. In particular, there has been a noticeable shift away from individual-cognitive perspectives (e.g. motivational beliefs, goals, attributions) towards dy...
Last. Kyojik Song(SKKU: Sungkyunkwan University)H-Index: 9
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Although the rapid development of information technology has led to the increasing use of computer-mediated communication (CMC), few studies have examined the relational aspect of mixed-mode groups that use both face-to-face (FTF) communication and CMC. A field study comprising 42 student groups was conducted to assess the relationships among communication time, cohesion, and performance in mixed-mode groups. The findings suggest that time spent in FTF communication significantly predicted group...
Much of the research into ‘expert’ language learners has focused largely on their learning strategies or styles. Less attention has been paid to other expert learner characteristics, such as learner beliefs. However, the importance of learners' beliefs in guiding their behaviours and how they interpret their experiences is widely recognised. This article examines the situated belief systems of two expert, tertiary-level EFL learners. Qualitative data were generated with the students in a set of ...
#2Bowen Chen(SYSU: Sun Yat-sen University)H-Index: 1
Abstract Critical thinking is a core element of higher nursing education that needs to be promoted during university study. However, lecturing as a teaching method is still heavily used by nurse educators, and nursing students have few opportunities to develop critical thinking skills. This study evaluated the impact of cooperative learning on critical thinking. A quasi-experimental study was conducted (n = 50). Students in the experimental group were arranged into small cooperative groups and c...