What Happens in Different Contexts and How to Do Learner Autonomy Better?

Autor/in	Zou, Xiaoling
Titel	What Happens in Different Contexts and How to Do Learner Autonomy Better?
Quelle	In: Teacher Development, 15 (2011) 4, S.421-433 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2011.635268
Schlagwörter	Independent Study; Personal Autonomy; Foreign Countries; Educational Technology; Comparative Analysis; Higher Education; Experimental Schools; Interviews; Questionnaires; Second Language Learning; Computer Assisted Instruction; Second Language Instruction; Language Teachers; Response Rates (Questionnaires); English (Second Language); China; United Kingdom + Suchen Sie Ihr Suchwort? Selbststudium; Individuelle Autonomie; Ausland; Unterrichtsmedien; Hochschulbildung; Hochschulsystem; Hochschulwesen; Pilot school; Model school; Modellschule; Interviewing; Interviewtechnik; Fragebogen; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Antwortkontrolle; English as second language; English; Second Language; Englisch als Zweitsprache; Großbritannien
Abstract	Chongqing University, as one of the experimental universities in China, has implemented computer-assisted language learning to support and practice learner autonomy since 2003. But in 2006, as a Visiting Fellow from Chongqing at the University of Leeds, the author noted pedagogical differences in promoting learner autonomy of language teaching between the two universities. A comparative study focusing on learner autonomy is likely to provide useful insights into the progression of autonomy in language learning. Accordingly, a comparative study through questionnaires, interviews, and learning contexts observations was designed to examine closely the similarities and differences between the two groups in learner autonomy and, more specifically, to find out the main barriers to the development of learner autonomy in Chongqing University. Research findings indicate more autonomous learning practices and constructive interactions among learners, and more support from teachers and the university should be given. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10