Investigative Research: How It Changes Learner Status

Kenny, Brian

doi:10.2307/3587144

Cited by 10 publications

(5 citation statements)

References 18 publications

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“…An emphasis on learning translates into an active use and exploration of the second language (Holec, 1981;Little, 1990Little, , 1995. Project work is one way to realize this requirement (Kenny, 1993a(Kenny, , 1993bLittle, 1995). Learners must have direct contact with the target language through a wide choice of media and materials (Holec 1981(Holec , 1987Little, 1990Little, , 1991Littlewood, 1993;Forsyth, 1990Forsyth, ,1993Forsyth, ,1994.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program

Murray¹

1999

TESL

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This article reports on a classroom-based research project exploring the learning experiences of 30 Japanese English-as-a-second-language (ESL) exchange students in an environment highlighting learner autonomy and the use of technology. It first addresses a growing concern among practitioners, that is, how to create a learning environment that facilitates learner autonomy. One possible answer is a learning structure that first requires students to reflect on their second-language needs and interests. They then set their learning goals, devise projects to help meet these goals, and self-assess their learning. This model was implemented in three multimedia lab classes of two content-based language courses of a sheltered immersion program. The students' learning experiences are examined in a multiple case study relying on data collected through questionnaires and interviews, as well as participants' learning logs, teacher observation, and measures of academic achievement. The data suggest that promoting learner autonomy through experiential learning enhances motivation, metacognitive knowledge, and personal growth. The article concludes by exploring possibilities for the application of this model in regular ESL classrooms.

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Section: Conceptual Frameworkmentioning

confidence: 99%

Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program

Murray¹

1999

TESL

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“…Unlike resources such as textbooks, journals and other materials used in traditional teaching and learning, the Internet can stimulate learners to nd the most updated information in a shorter amount of time. The Internet, with its hyper-linking capabilities to sources from all over the world, gives learners instant access to an enormous amount of information which, as a result, can enhance their desire and curiosity to learn more (Kenny, 1993;Forsyth, 1996;Peterson, 1997;Grey, 1999;Lyman, 1999;Collis and Meeuwsen, 1999;.…”

Section: The Role Of the Internet In Letting Go Of Control To The Leamentioning

confidence: 99%

Letting go of control to the learners: the role of the Internet in promoting a more autonomous view of learning in an academic translation course

Yumuk¹

2002

Educational Research

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SummaryThis study investigates how an Internet information search based programme in an academic course can encourage learners who have a traditional view of learning to take more responsibility for their own learning. The study took place with 90 third-year English-speaking translation students whose native language is Turkish in a course specializing in written translation of nancial and economic terms at a university in Turkey. The study aimed to design and evaluate a programme to promote a change in students' attitudes from a traditional, recitationbased view of learning to a more autonomous view of learning. The programme was implemented to encourage students to use the Internet in order to select, analyse, evaluate and apply relevant information to enhance the accuracy of their translations. The search and application of the Internet-based information aimed to encourage students to think and re ect critically on their learning, so that they could question their teacher-dependent learning habits. The evaluation of the programme was carried out with reference to pre-and post-course questionnaires, post-course interviews and information recorded weekly in a diary by the teacher as researcher. The results indicate that the programme had a signi cant impact on students, in that it promoted a change in the view of learning towards more autonomy. After applying Internet-based information searches to their written translation tasks, the majority of the students accepted that the translation process required more personal responsibility from the learner, and furthermore, they viewed learning more meaningfully.

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“…In their respective publications, Kohonen (2001Kohonen ( , 1992, Legutke and Thomas (1991), and Kenny (1996Kenny ( , 1993aKenny ( , 1993b) offer a set of principles and practical examples that we believe are useful for SLE teachers. We trust that through our discussion, those of us who are currently using or experimenting with experiential approaches in the classroom will recognize the solid theoretical underpinnings of this work.…”

Section: Resultsmentioning

confidence: 99%

“…The second model, elaborated by Legutke and Thomas (1991) in their book Process and Experience in the Language Classroom, proposes taskbased learning projects as the experiential curriculum for ESL courses. The third model, described by Kenny (1993aKenny ( , 1993bKenny ( , 1996, is based on an "experiential syllabus," in which ESL students conduct investigative field research and develop a "piece of work" as the basis of their L2learning.…”

Section: Theoretical Foundations Of Experiential Learningmentioning

confidence: 99%

Linking Teacher Professionalism and Learner Autonomy Through Experiential Learning and Task Design

Fleming¹,

Walter²

2004

TESL

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Investigative Research: How It Changes Learner Status

Cited by 10 publications

References 18 publications

Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program

Autonomy, Technology, and Language-Learning in a Sheltered ESL Immersion Program

Letting go of control to the learners: the role of the Internet in promoting a more autonomous view of learning in an academic translation course

Linking Teacher Professionalism and Learner Autonomy Through Experiential Learning and Task Design

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