Computer-Mediated Communication as an Autonomy-Enhancement Tool for Advanced Learners of English

Autor/in	Wach, Aleksandra
Titel	Computer-Mediated Communication as an Autonomy-Enhancement Tool for Advanced Learners of English
Quelle	In: Studies in Second Language Learning and Teaching, 2 (2012) 3, S.367-389 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Computer Mediated Communication; Independent Study; Personal Autonomy; English (Second Language); Second Language Learning; Computer Assisted Instruction; Second Language Instruction; Advanced Students; Correlation; College Students; Foreign Countries; Questionnaires; Student Attitudes; Poland + Suchen Sie Ihr Suchwort? Computerkonferenz; Selbststudium; Individuelle Autonomie; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Computer based training; Computerunterstützter Unterricht; Fremdsprachenunterricht; Fortgeschrittener; Korrelation; Collegestudent; Ausland; Fragebogen; Schülerverhalten; Polen
Abstract	This article examines the relevance of modern technology for the development of learner autonomy in the process of learning English as a foreign language. Computer-assisted language learning and computer-mediated communication (CMC) appear to be particularly conducive to fostering autonomous learning, as they naturally incorporate many elements of autonomy that give learners control over and responsibility for their own learning, such as choosing the materials used, managing their contact with various genres and types of interaction, often in authentic contexts, and evaluating their own progress, measured through their success in understanding and conveying meanings. However, providing access to language resources does not automatically lead to the development of autonomy, as much depends on other factors, such as the learners' level or previous experience in learner training. The present study investigated whether advanced learners of English made use of out-of-class CMC engagement for the purpose of learning English autonomously. The results indicate that most of the participants were eager to use CMC opportunities to deliberately practice their English, although, quite naturally, leisure and social reasons for using CMC predominated. The expressed willingness to deliberately focus on practicing English during beyond-the-classroom meaning-oriented online interactions confirms the great potential of CMC as an autonomy-enhancement tool. (As Provided).
Anmerkungen	Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://ssllt.amu.edu.pl/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01