A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)

Autor/in	Mose, Patrick O.
Titel	A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)
Quelle	(2016), (299 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Ohio University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4388-1368-7
Schlagwörter	Hochschulschrift; Dissertation; Independent Study; African Languages; Second Language Learning; Second Language Instruction; Phenomenology; Uncommonly Taught Languages; Personal Autonomy; Authentic Learning; Learning Strategies; Learning Motivation; Instructional Design; Information Technology; Cooperative Learning; Student Attitudes + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Selbststudium; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Minderheitensprache; Individuelle Autonomie; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Motivation for studies; Lernmotivation; Lesson concept; Lessonplan; Unterrichtsentwurf; Informationstechnologie; Kooperatives Lernen; Schülerverhalten
Abstract	Learner autonomy is a fundamental phenomenon in the teaching and learning of languages. The growth of digital technology and the Internet appears to have changed the manifestation of learner autonomy, particularly in Less Commonly Taught Languages (LCTLs). The purpose of this phenomenological research study was to examine the experiences of LCTL instructors and students by discussing how LCTL instructors and students describe the phenomenon of learner autonomy, investigating what strategies are perceived to promote learner autonomy in LCTLs and report on how to create more opportunities for promoting learner autonomy. The researcher applied a qualitative phenomenological approach to gather and analyze data through memoing and interviewing nine participants. Three themes emerged from the data: description of learner autonomy; authentic language-learning experiences; and strategies for promoting learner autonomy. Overall, motivation, authentic experiences, and use of technology were identified to play a vital role in promoting learner autonomy. Data generated from this study lead to recommendations for utilizing personalized instructional design principles for learning that allows language learners to collaborate using technology tools that promote engagement, create an authentic language-learning environment for language learners, and exploiting iPedagogy opportunities presented by the 21st century technological tools that foster autonomy and encourage learner control. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01