Questionnaires as a Tool for Teaching English Language through Learner-Created Knowledge

Autor/inn/en	Strelluf, Christopher; Ekembe, Eric
Titel	Questionnaires as a Tool for Teaching English Language through Learner-Created Knowledge
Quelle	In: English Teaching Forum, 60 (2022) 4, S.2-9 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1559-663X
Schlagwörter	Questionnaires; English (Second Language); Second Language Learning; Personal Autonomy; Teaching Methods; Student Centered Learning; Foreign Countries; Cameroon + Suchen Sie Ihr Suchwort? Fragebogen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Individuelle Autonomie; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Ausland; Kamerun
Abstract	The method of learner-created knowledge--where students engage with others in order to connect what they know with new knowledge to construct new meaning--ties into a broader support for learner autonomy in English language teaching (ELT) and learning. In countries like Cameroon, the social power orientation is mirrored in classroom practices, and teacher-centered pedagogies are the norm from primary to tertiary education. Developing tools to foster knowledge creation by learners in ELT contexts like those of Africa is potentially transformational. Such tools counter Sonaiya's (2005) rejection of learner autonomy in African ELT by offering alternatives for learners to take control and participate more fully in their learning through creative classroom activities. In this article, the authors present classroom-generated questionnaires as one tool for incorporating learner-created knowledge in ELT classrooms. This article describes a four-step method to suit a range of learners that are readily transferable to ELT classrooms in Africa and beyond. The article demonstrates that learner-generated, -administered, and -analyzed questionnaires offer a viable approach for ELT practitioners to increase learner autonomy in low-resource contexts and achieve highly productive outcomes. (ERIC).
Anmerkungen	US Department of State. Bureau of Educational and Cultural Affairs, Office of English Language Programs, SA-5, 2200 C Street NW 4th Floor, Washington, DC 20037. e-mail: etforum@state.gov; Web site: http://americanenglish.state.gov/english-teaching-forum-0
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01