Promoting Self-Awareness: An Undergraduate In-Class Activity and Its Value

Law, Kristi; Rowe, Jeannine M.

doi:10.1080/08841233.2018.1555199

Cited by 5 publications

(2 citation statements)

References 27 publications

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“…Accordingly, raising students' self-awareness and control over their learning will substantially increase selfdetermination and motivation, resulting in the development of LA. Raising students' self-awareness entails building an atmosphere in which students progressively gain trust to enable students to take risks [9], generating opportunities for students to process their experiences via constructive criticism, in which they are aware of the potential suffering connected with critiques [10], boosting student to take selfawareness assignments that encourages taking risks via taking part in role-play activities that combines self-reflection and peer feedback [11,12].…”

Section: Literature Reviewmentioning

confidence: 99%

Learner Autonomy: Algerian EFL Teachers’ Beliefs

Boudouaia

Cheriet

Khattala

et al. 2022

Education Research International

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Learner autonomy represents a consumed subject in the realm of English as a foreign language instruction. Nonetheless, the Algerian literature demonstrates a dearth of research on teachers’ beliefs about learner autonomy in the Algerian Middle school setting. This paper, therefore, examines the beliefs of English as a Foreign Language (EFL) teachers about learner autonomy in Algeria. To this end, quantitative and qualitative data were collected from a sample of 129 Algerian middle school teachers of English as a foreign language. The study deployed a questionnaire in conjunction with an interview for data collection. The questionnaires’ data were numerically analysed using Statistical Package for the Social Sciences (SPPS), while the interviews’ data were analysed qualitatively using coding and theme generation. Findings reveal that teachers often view learner autonomy from psychological and technical orientations, implying that it encompasses the concepts of independence, choice, and collaboration. Additionally, the findings indicate a strong belief in teachers’ roles in promoting learner autonomy as well as in the latter’s role in enhancing the learning process. Furthermore, the findings indicated teachers’ desirability to involve learners in decision-making and assist them in developing skills for learning how to learn outweighs their feasibility. The investigation concluded with some suggestions.

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Section: Literature Reviewmentioning

confidence: 99%

Learner Autonomy: Algerian EFL Teachers’ Beliefs

Boudouaia

Cheriet

Khattala

et al. 2022

Education Research International

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“…For instance, Ertimur and Lavoie (2019) used decision-making scenarios in their research to foster self-discovery and self-awareness of students as both consumers and marketing managers. Self-awareness has also been developed in undergraduate students via self-reflection exercises such as role-playing (Law & Rowe, 2019), blogging (Muncy, 2014), and guided questions (Gravois et al, 2017). These experiences were enhanced when coupled with feedback from others to develop a more comprehensive self-view (McCarty & Wertheim, 2020).…”

Section: Literature Reviewmentioning

confidence: 99%

The Pedagogy of Vulnerability and Marketing Education: Cultivating Self-expansion in a Time of Separation

Syrdal

Schee

VanMeter

et al. 2021

Journal of Marketing Education

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Applying the pedagogy of vulnerability and self-expansion theory, the exercise known as the Know Me Activity (KMA) enhances self-expansion by encouraging connections between students and the instructor. The pedagogy of vulnerability is premised on risking self-disclosure as an act of courage. Self-expansion theory is grounded in personal relationships whereby individuals are motivated for personal growth and identify with others to gain access to their resources. In the context of marketing education, self-expansion stems from enhancing student self-awareness for personal growth as well as perceived vulnerability and relatedness of the instructor to encourage access to expertise. The KMA was conducted at three universities and assessed to determine its usefulness as a self-expansion exercise. Survey results indicate that students found the activity contained self-expansion characteristics, and they recommend it for future use. The results of the pretest and posttest analyses also demonstrated an increase in student self-awareness, perceived instructor vulnerability, and perceived instructor relatedness. Self-expansion activities enhance relationships by design and participating in them can lead to increased student effort and persistence. Marketing educators can, therefore, have confidence in utilizing the KMA as a means for mitigating social isolation and encouraging perseverance.

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