LondonMet e-packs: a pragmatic approach to learner/teacher autonomy

Tschirhart, Cécile; Rigler, Elina

doi:10.1080/09571730802404394

Cited by 8 publications

(7 citation statements)

References 8 publications

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“…One student in the third study by Carver et al (2012) commented that her level of enjoyment increased during and due to contributing to a joint Wikipedia entry "because of working on something that was not limited to our class" (p. 278) and also making it available to a larger audience. Tschirhart and Rigler (2009) found that interactive language learning materials were enjoyed by most students in two different cohorts and were perceived helpful for their learning. Sense of connectedness 12% 13% 8% 50% 13% 0% 33% 20% 0% 13% 0% 10% Satisfaction 12% 10% 8% 38% 7% 0% 0% 20% 0% 13% 0% 8% Excitement 12% 17% 17% 38% 0% 0% 33% 20% 0% 13% 0% 7% Enjoyment 24% 27% 33% 50% 20% 0% 17% 20% 50% 50% 25% 22% Motivation 24% 27% 25% 50% 33% 17% 17% 20% 50% 38% 25% 11% Note.…”

Section: Affective Engagement and Educational Technologymentioning

confidence: 98%

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Bedenlier

Bond

Buntins

et al. 2020

AJET

139

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Understanding how educational technology can enhance student engagement is becoming increasingly necessary in higher education, and particularly so in arts and humanities, given the communicative nature of courses. This narrative systematic review synthesises 42 peer-reviewed arts and humanities articles published between 2007-2016, indexed in four international databases. The results indicate that the majority of research has been undertaken in language learning, predominantly in East Asian countries, with limited grounding of research in theory. This review found that educational technology supports student engagement, with behavioural engagement by far the most prevalent dimension. Affective engagement was the lowest observed dimension, with affective disengagement the most prevalent negative dimension. Blogs, mobile learning, and assessment tools were the most effective at promoting engagement. However, caution and education in how to use technology are needed, as any use not underpinned by effective and informed pedagogy can also lead to students feeling overwhelmed and disengaging from learning. Further research is needed on online collaboration, as well as international courses that offer cross-cultural opportunities for language use, and the increased use of qualitative methods is also advised.

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Section: Affective Engagement and Educational Technologymentioning

confidence: 98%

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Bedenlier

Bond

Buntins

et al. 2020

AJET

139

View full text Add to dashboard Cite

show abstract

“…In a similar vein, the importance of learner autonomy in language teaching and second language teacher education (SLTE) programs cannot be underestimated. According to Tschirhart and Rigler (2009), fostering learner autonomy should be an integral part of modern language teaching because if students become responsible for their own learning process, language learning will be more efficient (Benson, 2001;Chan, 2016;Dafei, 2007;Illes, 2012;Little, 2008;Myartawan, Latief, & Suharmanto, 2013;Ribbe & Benazilla, 2013;Scharle & Szabo, 2000).…”

mentioning

confidence: 99%

Tracking the Culture of Learning and Readiness for Learner Autonomy in a Turkish Context

Kartal¹,

Balçıkanlı²

2019

TEFLIN

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This study aims to investigate ELT student teachers’ culture of learning and their readiness for becoming autonomous and promoting their students’ learner autonomy in a Turkish context. Data were collected through two questionnaires (Culture of Learning Questionnaire and Learner Autonomy Readiness Questionnaires) and semi-structured interviews. The questionnaires were completed by 110 fourth-year student teachers of English who were studying at a Second Language Teacher Education (SLTE) program of a university in Turkey. Interviews were conducted with 23 volunteer participants for deeper understanding of the constructs investigated. Findings indicate that the participants did not come from a learning environment in which autonomy was fostered. However, they indicate their readiness to take some responsibility for their own language learning and implementing more autonomous activities outside the classrooms. In terms of their becoming teachers in the future, they are not fully ready for promoting learner autonomy among their future students, but they consider learner autonomy important and plan to take small steps to create an autonomy-supportive environment.

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“…Complete autonomy is an idealistic goal. Little, 19901994 8 ; Nunan, 1997;Tschirhart & Rigler, 2009. Sinclair (2000 sees the opposite of autonomy as a "complete lack of autonomy", which she describes as "vegetative" (see Figure 2.3 above).…”

Section: Sinclair (2000)mentioning

confidence: 99%

“…TEA, like autonomy, could be described as a "slippery" (Tschirhart & Rigler, 2009, p. 71) subject to deal with, since, as Kvale (2007, p. 57) asserts, it is "a field of contradictions". Allwright & Hanks (2009, p. 19) claim that assessment is a "huge" topic and make the very insightful comment that the way in which language instructors view their learners has a great deal to do with the way in which they assess them.…”

Section: Tea and Its Influence On Learningmentioning

confidence: 99%

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Degrees of autonomy in foreign language learning

Theophilidou¹

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To my late parents, Ada and William, who made me who I am, to my late parents-in-law, Chryssoula and Theophilos, who helped me integrate in Greek society and encouraged me in pursuing my professional and academic goals, to my late sister Patricia, who left us much too early, to my brother Bill, who has always been there for me, and last, but certainly not least, to my husband George and my daughter Christina, for demanding the best of me and being the bountiful treasures that they are.

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LondonMet e-packs: a pragmatic approach to learner/teacher autonomy

Cited by 8 publications

References 8 publications

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Facilitating student engagement through educational technology in higher education: A systematic review in the field of arts and humanities

Tracking the Culture of Learning and Readiness for Learner Autonomy in a Turkish Context

Degrees of autonomy in foreign language learning

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