Self-Directed Learning as Related to Learning Strategies, Self-Regulation, and Autonomy in an English Language Program: A Local Application with Global Implications

Autor/in	Hawkins, Melissa Williamson
Titel	Self-Directed Learning as Related to Learning Strategies, Self-Regulation, and Autonomy in an English Language Program: A Local Application with Global Implications
Quelle	In: Studies in Second Language Learning and Teaching, 8 (2018) 2, S.455-469 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2083-5205
Schlagwörter	Independent Study; Second Language Learning; Second Language Instruction; English (Second Language); Learning Strategies; Adult Education; Metacognition; Tutoring; Academic Support Services; College Second Language Programs; Language Laboratories; Guidelines; Teaching Methods; Language Teachers; Alabama (Birmingham) + Suchen Sie Ihr Suchwort? Selbststudium; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Förderkonzept; Nachhilfeunterricht; Language laboratory; Sprachlabor; Richtlinien; Teaching method; Lehrmethode; Unterrichtsmethode; Language teacher; Sprachunterricht
Abstract	English language tutoring and/or self-access centers are services commonly offered as curricular support to English language program students in educational environments worldwide. This paper argues that the theory of self-directed learning (SDL) from the field of adult education should be considered alongside the equally-important areas of language learning strategies, learner autonomy, and self-regulated learning in the setup of these types of tutoring/ self-access academic support centers. The proposition is examined by applying it to a particular case in an English language program of a major research university in the southeastern United States. The paper explicates the commonly-known theory of SDL (Grow, 1991) and relates it to models by put forward by Nakata (2010) and Oxford (2011, 2107). Empirical evidence from studies on encouraging SDL for English language study is summarized from a range of research projects conducted worldwide, and the author concludes by offering implications for educators in any institution-based, adult English language program. (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://pressto.amu.edu.pl/index.php/ssllt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01