4A Accountable Learner Autonomy Model: Developing Digital Materials in Second Language Education

Autor/in	Yaprak, Zeynep
Titel	4A Accountable Learner Autonomy Model: Developing Digital Materials in Second Language Education
Quelle	In: Reading Matrix: An International Online Journal, 21 (2021) 1, S.51-71 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-242X
Schlagwörter	Student Teachers; Learning Experience; Student Teacher Attitudes; Independent Study; Accountability; Material Development; Instructional Design; Computer Software; Second Language Learning; Second Language Instruction; Models; Language Teachers; English (Second Language); Teacher Education Programs + Suchen Sie Ihr Suchwort? Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Lernerfahrung; Selbststudium; Verantwortung; Lehrmaterialentwicklung; Lesson concept; Lessonplan; Unterrichtsentwurf; Zweitsprachenerwerb; Fremdsprachenunterricht; Analogiemodell; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	The purpose of this study is to examine the student teachers' learning experiences and perceptions of using online resources during their independent study shaped with the stages of 4A accountable learner autonomy model. For their digital material design, the teacher candidates participating in this study were trained with a wide range of digital tools for each language skill and then they were asked to search and find the most appropriate internet sources for their material design during the outside of class time. A mixed methods research design has been adopted in this study with the intention of providing a better understanding of the research foci and obtaining a broad view of the participants' "accountable autonomous" learning experiences and perceptions. The analysis and the interpretation of the data revealed that the use of the digital tools during their self-directed learning had a positive impact on the participants' "accountable autonomy", attitude, and language development. The emerged themes reported by the teacher candidates related to the integration of the online resources into the material design in language teaching were digitally enhanced learner accountability-autonomy, flexibility, attractiveness, and development of language skills. (As Provided).
Anmerkungen	Reading Matrix, Inc. University of South Florida Polytechnic, College of Human and Social Sciences, Division of Education, 3433 Winter Lake Road LMD 8038, Lakeland, FL 33805. Tel: 863-667-7712; Fax: 863-667-7098; e-mail: editors@readingmatrix.com; Web site: http://www.readingmatrix.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01