Promoting Language Learners’ Awareness of Autonomy Through Goal Setting—An Alternative Approach of Assessing Goal Setting Effects

Huei-Ju, Shih

doi:10.5539/elt.v11n10p52

Cited by 6 publications

(2 citation statements)

References 47 publications

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“…The concept of learner autonomy in language learning lacks consensus, despite it being frequently assumed to be well-understood (Chong & Reinders, 2022). Fukuda (2018) and Huei-Ju (2018) argue that learners' metacognitive knowledge is crucial to achieving genuine autonomy, which involves setting goals, monitoring, evaluating, and reflecting on the learning process. Autonomous learners should be self-directed and take responsibility for their own learning, organizing and regulating their plans independently.…”

Section: Learner Autonomymentioning

confidence: 99%

Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates com

Khoudri,

Zeriouh

2023

JELTL

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<em>Learner autonomy is one of the predictors of academic performance. Many researchers have argued that moving from secondary to higher school is a big transition. Shifting the focus from teacher-centeredness to learner-centeredness, learners in higher school display less reliance on their teachers to carry on their learning. Throughout this process, learners develop their autonomy and boost their independence. However, numerous studies revealed that most students are unaware of this shift. The purpose of this paper is to assess the autonomy of Moroccan EFL undergraduate students during the Covid-19 pandemic. Equally, this study aims at developing awareness of some strategies and techniques students use to increase their autonomy and self-independence. To achieve this purpose, the study employed a quantitative approach. A Likert scale-based questionnaire was administered to 100 (55 males and 45 females) EFL Moroccan undergraduate students. The research data was generated and analyzed using SPSS. Statistical analysis revealed that during the Covid-19 pandemic (69%) of EFL students were not aware of their role as independent and autonomous learners. Likewise, only (30%) of them were involved in syllabus design. Nevertheless (49%) of EFL students revealed their readiness to be part of decision-making concerning the teaching-learning process. The study results suggest that the use of the internet, self-managerial skills, peer and teacher collaboration are among the effective strategies students employ to increase their autonomy and self-independence alike.</em>

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Section: Learner Autonomymentioning

confidence: 99%

Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates com

Khoudri,

Zeriouh

2023

JELTL

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“…Their conceptual frameworks of self-efficacy are underpinned by works by Bandura (1995), Graham (2004), Zimmerman (2000), Schunk and Zimmerman (2007), and Pintrich and Schunk (1996). 'Metacognition', or simply put, 'thinking about thinking', informs the conceptualization of three studies (Eissa, 2015;Fukuda, 2018;Huei-Ju, 2018). Despite the multiple facets of the notion (e.g.…”

Section: Findings 1 How Is Ell Autonomy Conceptualized?mentioning

confidence: 99%

Autonomy of English Language Learners: A Scoping Review of Research and Practice

Chong¹,

Reinders²

2021

Preprint

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Learner autonomy is a vibrant and diverse field. In its approximately 40-year history, it has drawn liberally on theoretical constructs and research methodologies from other disciplines. In turn, it has contributed to the field of applied linguistics by drawing attention to the fundamental importance of understanding the language learner as an active agent in the learning process. To understand the role of autonomy in, and its connections with other areas of study, it is important to ask how it has been conceptualised and operationalised. In addition, given its elusive and amorphous nature, it is timely to ask if and how (the development of) learner autonomy has been evaluated. In this paper we conducted a scoping review, or a systematic and comprehensive literature review, of 61 empirical studies in this field. The results show a rich array of conceptualisations and numerous operationalisations, in addition to a somewhat limited use of evaluations. We draw from this a number of implications for research. In particular, we encourage learner autonomy researchers to make explicit their theoretical frameworks, extend their investigation to the role of language learning beyond the classroom in promoting learner autonomy, and diversify their use of research methods.

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Learner Autonomy, Goal-Setting, and the Implementation of an Electronic Portfolio in a University English Class

Omura

2024

Putting the CEFR Into Practice Through Action Research

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Promoting Language Learners’ Awareness of Autonomy Through Goal Setting—An Alternative Approach of Assessing Goal Setting Effects

Cited by 6 publications

References 47 publications

Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates com

Learner Autonomy during COVID-19: The Case of Moroccan EFL Undergraduates com

Autonomy of English Language Learners: A Scoping Review of Research and Practice

Learner Autonomy, Goal-Setting, and the Implementation of an Electronic Portfolio in a University English Class

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