Promoting Learner Autonomy and Improving Reflective Thinking Skills through Reflective Practice and Collaborative Learning

Autor/inn/en	Sener, Burcu; Mede, Enisa
Titel	Promoting Learner Autonomy and Improving Reflective Thinking Skills through Reflective Practice and Collaborative Learning
Quelle	In: Innovation in Language Learning and Teaching, 17 (2023) 2, S.364-379 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sener, Burcu) ORCID (Mede, Enisa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1750-1229
DOI	10.1080/17501229.2022.2047694
Schlagwörter	Personal Autonomy; Reflection; Thinking Skills; Teaching Methods; Cooperative Learning; Academic Language; English (Second Language); Second Language Learning; Foreign Countries; Student Journals; Student Experience; College Students; Student Attitudes; Turkey + Suchen Sie Ihr Suchwort? Individuelle Autonomie; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Studentenzeitung; Studienerfahrung; Collegestudent; Schülerverhalten; Türkei
Abstract	In this study, the role of reflective practice and collaborative learning practice in promoting learner autonomy (LA) and improving reflective thinking skills (RT) and related learner perceptions were explored. A mixed-method design was preferred to investigate the issue, with participants enrolled in an Academic English Skills (EAP) course (N = 41). Quantitative data analysis of pre- and post-test scores of Learner Autonomy Scale (LAS) and Reflective Thinking Scale (RTS) detected no statistically significant difference in participants' learner autonomy and reflective thinking skills. However, the results of Change in Learner Autonomy Scale (CLARTS) demonstrated a statistically significant change in LA and RT. Finally, the qualitative findings obtained from student interviews supported the results of CLARTS and revealed positive attitudes of learners towards reflective practice and collaborative practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01