Self-access and culture: retreating from autonomy

Jones, Jeremy F

doi:10.1093/elt/49.3.228

Cited by 45 publications

(24 citation statements)

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“…(1978) asserts that autonomous learning is more productive than other approaches to learning, and Waite (1994) argues that learners need to take the responsibility of their own learning endeavor so that they can make the most of available resources, especially outside the context of classroom. Learner autonomy is mostly seen as a significant educational goal, and the link between learner autonomy and effective learning has led to various pedagogical attempts in a wide variety of contexts to foster learner autonomy (Jones, 1995).…”

Section: Review Of Literaturementioning

confidence: 99%

Self Assessment and Learner Autonomy

Gholami

2016

TPLS

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Abstract-The study was an endeavor to investigate the impact of self and peer assessment on learner autonomy and its dimensions as well as language proficiency. It also aimed at finding the students attitude toward practicing the technique. The study enjoyed a quasi-experimental pretest post test design. To meet the objectives, 49 intermediate participants were assigned to a control (25 participants) and an experimental group (24 participants). Students proficiencies were investigated in both pretest and post test using the same versions of PET. Students' level of autonomy was also studied in both pre-test and post-test utilizing a multidimensional learner autonomy questionnaire. Self-assessment was utilized over a three-month period in 25 sessions. T-test analysis of the results of the post test proficiency test revealed no impact of the technique on language proficiency. Although the t-tests run to analyze the different dimensions of the questionnaire showed the improvement in just three dimensions of learner autonomy, an improvement in learner autonomy in general was indicated. To study the participants' attitudes toward self assessing themselves, the researcher asked the participants to write about their experience. The content analysis of the participants written experts indicated their positive attitudes toward using the technique.

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Section: Review Of Literaturementioning

confidence: 99%

Self Assessment and Learner Autonomy

Gholami

2016

TPLS

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“…In Cambodia, for example, Jones (1995) argued that students there had no familiarity with independent study or personal goal-setting and that this necessitated a more culturally sensitive design for the self-access centre he was responsible for setting up. Similarly, Sonaiya questions the validity of autonomous language learning in the Nigerian education system, and suggests that they may be partly responsible for the 'widespread failures of foreign-aided educational programmes in sub-Saharan Africa' (Sonaiya, 2002: 106).…”

Section: Independent Learning and Cultural Differencesmentioning

confidence: 99%

'It Depends on the Students Themselves': Independent Language Learning at an Indonesian State School

Lamb¹

2004

Language, Culture and Curriculum

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There is continuing interest in the notion of learner autonomy, both as an effective means and valid goal of a language learning curriculum. However, the concept is recognised as emanating from Western tertiary educational contexts and as open to question in different sociocultural settings. This paper reports on a study of language learning attitudes and activity among adolescents in provincial Indonesia, during their first year in junior high school. Combining questionnaire, interview and classroom observation data, the study found that even younger learners are already learning English independently of their teacher's prescriptions, both inside the classroom and outside formal school. Their openness to the increasing learning opportunities in the local environment is often not recognised in local curricula, however, which instead impose a rigid diet of language items transmitted by teachers and their textbooks and assessed in national exams. In this local context, it seems that the promotion of appropriate forms of learner autonomy is essential if the majority of school pupils are not to be frustrated in their struggle to learn English.

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“…Specifically, the students taught by NSE and NNSE considered their teacher as an authority figure in the classroom, but they disagreed that knowledge should be transmitted by the teacher rather than discovered by the students themselves, and that the teacher should be the holder of authority and knowledge and responsible for the assessment of learning. These results contradict the perceptions that East Asian students will consider the teacher as an authority figure whose superior knowledge and control over classroom learning events should not be questioned (Dzau, 1990;Jones, 1995). Littlewood, who interviewed an experienced teacher, reports that amongst themselves students frequently questioned their teacher's judgement.…”

Section: Discussionmentioning

confidence: 74%

Learner Autonomy in East Asian University Contexts

Aliponga

Johnston

Koshiyama

et al. 2013

JESR

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There is no doubt that learner autonomy plays a very important role in successful language acquisition. However, there has been an extensive discussion of whether or not learner autonomy is an exclusively Western cultural construct. Some researchers argue that the concept of learner autonomy is perceived differently in different cultures, and the influence of sociocultural contexts cannot be ignored when trying to implement learner autonomy. Considering the importance of learner autonomy in language acquisition and how it varies according to the socio-cultural context, this paper looked into EFL students' perceptions of learner autonomy in East Asian university English classes taught by native speakers of English (NSE) and nonnative speakers of English (NNSE), and the perceptions of native speakers of English (NSE) and non-native speakers of English (NNSE) in terms of the implementation of learner autonomy in their English language classes.

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Self-access and culture: retreating from autonomy

Cited by 45 publications

References 0 publications

Self Assessment and Learner Autonomy

Self Assessment and Learner Autonomy

'It Depends on the Students Themselves': Independent Language Learning at an Indonesian State School

Learner Autonomy in East Asian University Contexts

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