The Influence of the Learning Environment on Learner Autonomy: A comparative Study of Polish and Yemeni EFL Undergraduate Learners

Al-Khawlani, Ammar

doi:10.17265/1539-8072/2018.03.001

Cited by 3 publications

(3 citation statements)

References 27 publications

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“…As Teng (2019) notes, theoretical discussions around LA are far from coherent, consistent or systematic. Many scholars use LA synonymously with autonomous learning (Kyu, 2018;Thanh, 2019;Yu, 2020;Zaidi et al, 2020), learner independence (Kim & Yoon, 2021;Zaidi et al, 2020), independent learning, self-directed learning or self-direction (Al-Khawlani, 2018;Gulyamova & Kadirova, 2021;Hawkins, 2018), learner-centredness (Kyu, 2018;Yu, 2020), learner self-regulation (Hawkins, 2018;Oxana et al, 2020) and self-managed learning (Marsevani, 2021). It is a difficult and complex concept to define precisely (Gulyamova & Kadirova, 2021;Kim & Yoon, 2021;Sereti & Giossos, 2018;Teng, 2019), because of its broad and abstract nature (Oxana et al, 2020).…”

Section: Conceptualising Learner Autonomymentioning

confidence: 99%

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Green,

du Plessis

2023

IJLTER

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Project-based learning (PjBL) is a teaching and learning approach that involves students actively working on real-world projects, to develop knowledge and skills. This method has been shown to be effective in promoting learner autonomy (LA) and skills development in language learning studies. There is, however, a dearth of research on the use of PjBL in hospitality education, especially in a technical and vocational education and training (TVET) environment. Using a case study research strategy, this study aimed to investigate whether PjBL could be used to promote autonomy and develop employable skills in students in hospitality education. A convergent mixed methods approach was used to develop a framework for PjBL in promoting LA in a TVET environment. The study included a closed-structured questionnaire with responses from 144 (n=144) students from two hospitality programmes, as well as a semi-structured interview with 18 student participants. The findings indicate that PjBL is an effective teaching and learning approach in hospitality education that can promote LA, lead to a deeper understanding of the subject matter, while facilitating the development of a variety of important skills and competencies. Students can apply their knowledge and skills in meaningful ways through hands-on, real-world activities, which can foster a greater sense of autonomy and responsibility for their own learning. Moreover, this study emphasises the significance of incorporating PjBL into hospitality education programmes, to prepare students for success in a rapidly changing world.

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Section: Conceptualising Learner Autonomymentioning

confidence: 99%

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Green,

du Plessis

2023

IJLTER

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“…According to Al-Khawlani (2018), "To cope with the highly modern, progressive, and global learning environments, we need to consistently develop and improve skills and abilities of the learners as well as learning styles" (p. 109). For upgrading overall knowledge of EFL with full content knowledge in the EFL contexts, teachers need to teach innovative skills and learners need to be autonomous learners.…”

Section: Third Semester As the Turning Point Of My Efl Learningmentioning

confidence: 99%

“…So far I consulted the previous research studies regarding learner autonomy in various EFL contexts done by Al-Khawlani (2018), Almusharraf (2018), Bozkurt and Arslan (2018), Godwin-Jones (2019), Jora (2020), Negi (2019), Panta (2019) and Yuzulia (2020). Among these research studies, Al-Khawlani's (2018) study revealed that there was a significant difference between Polish and Yemeni learners in some of the learning categories.…”

Section: Introductionmentioning

confidence: 99%

Becoming an Autonomous Learner in Nepalese EFL Context An Autoethnographic Study

Dhami¹

2022

KMC J.

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This autoethnographic study explores the researcher’s own perceptions on learner autonomy in English as a Foreign Language (EFL) context of Nepal. I collected the data from my experiences of learning English at Master’s level education in a campus from Kailali district under Tribhuvan University of Nepal. Using the autoethnographic research design of qualitative research, I conducted the study. More specifically, the data consisted of seven diaries written from March 2018 to April 2021. This study substantiates Vygotsky’s (1896-1934) socio-cultural theory as the main theoretical base. Furthermore, I also consulted Holec’s (1981) learner autonomy and Knowles’ (1975) self-directed learning to strengthen my experiences to reveal how I became an autonomous EFL learner. The findings of this study reveal that close academic connection with the professors and universities is essential for becoming an autonomous learner in learning EFL in the researched context. Moreover, the learner’s personal effort and rigour in the process of learning seem to be paramount for the continuation of learner autonomy.

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Perceptions of Afghan EFL undergraduate learners towards autonomous learning

Tareen,

Zhang,

Haand

2024

Asian. J. Second. Foreign. Lang. Educ.

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Autonomous learning is extensively acknowledged as a desirable goal in undergraduate education as it is found to comply with learner-centered approaches and enable learners to pursue life-long learning. However, very few empirical researchers have closely examined the actual practices of autonomous learning in the Afghan context. Therefore, the main purpose of the current research project was to investigate EFL undergraduates’ perceptions of autonomous learning, strategies used for improving language proficiency, and the extent to of these strategies are deployed. With regard to achieving these objectives, a mixed-method approach was adopted. The quantitative data were analyzed through SPSS v24 by conducting descriptive and inferential statistics. The findings revealed that EFL learners had positive perspectives on autonomous learning and were ready to take the initiative in autonomous learning. Qualitative analysis of nine EFL students’ interviews revealed that they have to create learning goals for their learning, assess themselves for controlling their learning, and take part in inside and outside classroom activities to improve their language proficiency. This case study concludes that the findings cannot be generalized to other contexts, and the study makes an original contribution to understanding the promotion of autonomous learning at Kandahar University. In addition, this study offers practical implications for policymakers and lecturers who are interested in adopting autonomous learning as a worthwhile educational goal.

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The Influence of the Learning Environment on Learner Autonomy: A comparative Study of Polish and Yemeni EFL Undergraduate Learners

Cited by 3 publications

References 27 publications

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Project-based Learning to Promote Learner Autonomy in Training Hospitality Education at a Technical and Vocational Education and Training College

Becoming an Autonomous Learner in Nepalese EFL Context An Autoethnographic Study

Perceptions of Afghan EFL undergraduate learners towards autonomous learning

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