Characterization of Autonomous Work in a Chilean English Pedagogy Program: Teachers' and Freshmen's Perspectives

Autor/inn/en	Correa-Pérez, Roxanna; Sanhueza-Jara, María Gabriela
Titel	Characterization of Autonomous Work in a Chilean English Pedagogy Program: Teachers' and Freshmen's Perspectives
Quelle	23 (2019) 1, (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Correa-Pérez, Roxanna) ORCID (Sanhueza-Jara, María Gabriela)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1409-4258
Schlagwörter	Personal Autonomy; College Students; English (Second Language); Second Language Learning; Second Language Instruction; Teacher Attitudes; Teacher Education Programs; College Faculty; Language Teachers; Teaching Methods; Foreign Countries; Content Analysis; Instructional Design; Student Attitudes; College Freshmen; Independent Study; Learning Activities; Time on Task; Comparative Analysis; Chile + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Collegestudent; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Lehrerverhalten; Fakultät; Language teacher; Sprachunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Inhaltsanalyse; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülerverhalten; Studienanfänger; Selbststudium; Lernaktivität; Zeitaufwand
Abstract	Autonomy in language learning is recognized as a basic skill language learners need to develop. This study describes the autonomous work activities university students carry out in a first-semester course of an English teaching program, and the amount of time they invest in each of these activities. Moreover, it describes the teachers' perspective on students' autonomous work. It is a descriptive mixed study with an exploratory scope. The study considers data generated through the application of a questionnaire and an in-depth interview to 48 freshmen from an English Pedagogy Program, as well as a questionnaire and a focus group applied to eight English teachers from the same program. The qualitative data were analyzed through content analysis method; and the quantitative data, through a frequency method of analysis. The analysis reveals that there is an imbalance between the time teachers estimate students devote to autonomous work and the real time students declare to invest in it. In relation to students autonomous work activities, it can be concluded that they concentrate on activities which are less stressful and the ones they do not need to interact with teachers. This study provides empiric information that could be useful to design courses that consider autonomous work. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01