Dyslexia has been studied and researched for many decades now, but the underlying causes still remain unknown. There are a host of competing theories many of which focus on various forms of neurobiological impairment. Since therapies would have to start out from the identification of an underlying cause, this means that most treatments are based on speculative theorizing. The more authoritative studies argue the point that dyslexia is a stable condition. This means that the most promising path towards supporting dyslexic learners would be to set up a learning environment in which their personality and especially their self-esteem can develop in a climate of mutual trust and respect. The article summarizes the content of a specific psychological program for developing self-esteem and compares its recommendations with what happens in the autonomy classroom. The logbook entries of a severe dyslexic learner testify to the fact that she feels accepted and respected by teacher and classmates alike, which augurs well for her linguistic development. Text samples covering a span of five years give evidence of a successful learning undertaking.
{"title":"The Development of a Dyslexic Learner in the Autonomy Classroom - a Case Study","authors":"\tLienhard Legenhausen","doi":"10.47908/9/6","DOIUrl":"https://doi.org/10.47908/9/6","url":null,"abstract":"Dyslexia has been studied and researched for many decades now, but the underlying causes still remain unknown. There are a host of competing theories many of which focus on various forms of neurobiological impairment. Since therapies would have to start out from the identification of an underlying cause, this means that most treatments are based on speculative theorizing. The more authoritative studies argue the point that dyslexia is a stable condition. This means that the most promising path towards supporting dyslexic learners would be to set up a learning environment in which their personality and especially their self-esteem can develop in a climate of mutual trust and respect. The article summarizes the content of a specific psychological program for developing self-esteem and compares its recommendations with what happens in the autonomy classroom. The logbook entries of a severe dyslexic learner testify to the fact that she feels accepted and respected by teacher and classmates alike, which augurs well for her linguistic development. Text samples covering a span of five years give evidence of a successful learning undertaking.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"26 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73805399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper describes the implementation of group ‘learning to learn’ tutorials in a Spanish University. These tutorials were a key component in an action research project designed to help students take greater control of their own learning. The results show the benefits of such an activity whilst revealing changes that need to be made in the teacher’s approach in order to ensure the effectiveness of the tutorials.
{"title":"Group Tutorials: The ‘Missing Link’ in My Own Learner Autonomy Journey","authors":"\tR. Wilkinson","doi":"10.47908/9/11","DOIUrl":"https://doi.org/10.47908/9/11","url":null,"abstract":"This paper describes the implementation of group ‘learning to learn’ tutorials in a Spanish University. These tutorials were a key component in an action research project designed to help students take greater control of their own learning. The results show the benefits of such an activity whilst revealing changes that need to be made in the teacher’s approach in order to ensure the effectiveness of the tutorials.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"48 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74325719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The study described in this article focuses on two major subject areas. On the one hand, different age groups of university language students at B2, B2+ and C1 level were asked to evaluate the opportunities of Moodle when studying English as an applied business language; on the other hand, the students’ disposition to use Moodle as a technological tool to foster learner autonomy was investigated. As Moodle provides social media features such as blogs, chats and quizzes, it seems to perfectly supplement traditional classroom teaching with student activities which can be performed without the supervision of the language instructor. One question of the survey among 138 applied business language students at the JKU (Johannes Kepler University, Linz, Austria) therefore attempted to establish how much the increasing use of social media has impacted on students’ needs for teacher-independent online learning. The results show a clear preference for ‘conservative’ language acquisition methods. Only 25% of the less advanced students (and even fewer of the more advanced ones) are interested in using social media features to direct their own learning progress and/or to create their own course content. The teacher still is - in the eyes of these students - very clearly the only person to provide content. This article will discuss the survey in detail and offer possible explanations for its results.
{"title":"Learner Autonomy Powered by Moodle: Do Language Students Really Want It?","authors":"\tM. Pree","doi":"10.47908/9/14","DOIUrl":"https://doi.org/10.47908/9/14","url":null,"abstract":"The study described in this article focuses on two major subject areas. On the one hand, different age groups of university language students at B2, B2+ and C1 level were asked to evaluate the opportunities of Moodle when studying English as an applied business language; on the other hand, the students’ disposition to use Moodle as a technological tool to foster learner autonomy was investigated. As Moodle provides social media features such as blogs, chats and quizzes, it seems to perfectly supplement traditional classroom teaching with student activities which can be performed without the supervision of the language instructor. One question of the survey among 138 applied business language students at the JKU (Johannes Kepler University, Linz, Austria) therefore attempted to establish how much the increasing use of social media has impacted on students’ needs for teacher-independent online learning. The results show a clear preference for ‘conservative’ language acquisition methods. Only 25% of the less advanced students (and even fewer of the more advanced ones) are interested in using social media features to direct their own learning progress and/or to create their own course content. The teacher still is - in the eyes of these students - very clearly the only person to provide content. This article will discuss the survey in detail and offer possible explanations for its results.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"23 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73966636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Austrian Centre for Language Competence commissioned the development of a Moodle based e-learning application of the European Language Portfolio. In the course of this process it became evident that both structure and outset of the ELP are perfectly well-suited for e-learning adaption. The article will introduce the final version of the digital ELP (dELP) and present first feedback from teachers who tested the dELP in their classes.
{"title":"The Development of a Digital European Language Portfolio! ACLC’s Digital European Language Portfolio","authors":"\tUlrich Pichler","doi":"10.47908/9/13","DOIUrl":"https://doi.org/10.47908/9/13","url":null,"abstract":"The Austrian Centre for Language Competence commissioned the development of a Moodle based e-learning application of the European Language Portfolio. In the course of this process it became evident that both structure and outset of the ELP are perfectly well-suited for e-learning adaption. The article will introduce the final version of the digital ELP (dELP) and present first feedback from teachers who tested the dELP in their classes.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"11 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84378306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this practice-oriented paper I will report on how I personally try to develop and promote the autonomy of my students in my English language classes at Graz University. I will begin by pointing out a number of constraints with which I am faced in my particular teaching and learning context, and which, at first sight, seem to rule out the establishment of a learner-centred classroom environment involving students actively in relevant decision-making processes. I will then discuss, in some detail, those aspects of a pedagogy for autonomy which I have been introducing over the years to encourage my students to take on a more active role in their learning: learner diaries, peer-reviewing sessions, a seating arrangement in groups of four, and self-evaluation tasks/progress checks before exams. I will also reproduce in my paper short extracts from learner diaries and peer-reviewed texts produced by my students, and an example of a self-evaluation task/progress check. I will conclude by stressing that for me personally the discovery of the concept of learner autonomy was an invaluable experience, influencing my whole approach to teaching and learning.
{"title":"Supporting Learner Autonomy in the University Classroom: A Personal Account","authors":"\tAnja Burkert","doi":"10.47908/9/8","DOIUrl":"https://doi.org/10.47908/9/8","url":null,"abstract":"In this practice-oriented paper I will report on how I personally try to develop and promote the autonomy of my students in my English language classes at Graz University. I will begin by pointing out a number of constraints with which I am faced in my particular teaching and learning context, and which, at first sight, seem to rule out the establishment of a learner-centred classroom environment involving students actively in relevant decision-making processes. I will then discuss, in some detail, those aspects of a pedagogy for autonomy which I have been introducing over the years to encourage my students to take on a more active role in their learning: learner diaries, peer-reviewing sessions, a seating arrangement in groups of four, and self-evaluation tasks/progress checks before exams. I will also reproduce in my paper short extracts from learner diaries and peer-reviewed texts produced by my students, and an example of a self-evaluation task/progress check. I will conclude by stressing that for me personally the discovery of the concept of learner autonomy was an invaluable experience, influencing my whole approach to teaching and learning.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"378 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76435625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The author reflects on the event that inspired this work and the colleagues who have helped her.
作者回顾了启发她完成这项工作的事件和帮助过她的同事。
{"title":"A Brief Personal Note","authors":"\tAnja Burkert","doi":"10.47908/9/i","DOIUrl":"https://doi.org/10.47908/9/i","url":null,"abstract":"The author reflects on the event that inspired this work and the colleagues who have helped her.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"268 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75193537","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Human brains are prolific producers of thoughts about the world. One category of such thoughts, known as beliefs, is seen to play a key role in guiding human behavior. There is much current debate, however, about what beliefs actually are, i.e., their ontological status, and how second language acquisition researchers should go about conceptualizing and studying them. This article is an attempt to address this debate and ask what its implications could be for teachers interested in learner autonomy.
{"title":"Inquiring into the Nature of Beliefs: Implications for Learner Autonomy Reflection and Practice","authors":"\tStephen J Brewer","doi":"10.47908/9/3","DOIUrl":"https://doi.org/10.47908/9/3","url":null,"abstract":"Human brains are prolific producers of thoughts about the world. One category of such thoughts, known as beliefs, is seen to play a key role in guiding human behavior. There is much current debate, however, about what beliefs actually are, i.e., their ontological status, and how second language acquisition researchers should go about conceptualizing and studying them. This article is an attempt to address this debate and ask what its implications could be for teachers interested in learner autonomy.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"39 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78303945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Academic research exists on the manifold aspects of learner autonomy. At the same time, its implications for teacher development as well as the teacher’s own experience and idea of autonomy did not receive the attention they would have deserved. In this article, I intend to look more closely at what is required from the teacher who wants to foster learner autonomy in his/her classroom. On the basis of literature research, I identify three dimensions the teacher should consider when trying to support autonomous behavior in his/her learners. I will then move on to explore how these dimensions can be combined with my day-to-day routine as a language teacher attempting to implement aspects of learner autonomy at a technically-oriented higher education institution. Although this professional setting offers me a high degree of freedom in my teaching, there are also some limitations. Bearing these in mind, I will conclude with some advice on what we can do as language teachers to foster autonomy in our learners.
{"title":"Learner Autonomy and its Demands on the Teacher","authors":"\tAnita Töchterle","doi":"10.47908/9/12","DOIUrl":"https://doi.org/10.47908/9/12","url":null,"abstract":"Academic research exists on the manifold aspects of learner autonomy. At the same time, its implications for teacher development as well as the teacher’s own experience and idea of autonomy did not receive the attention they would have deserved. In this article, I intend to look more closely at what is required from the teacher who wants to foster learner autonomy in his/her classroom. On the basis of literature research, I identify three dimensions the teacher should consider when trying to support autonomous behavior in his/her learners. I will then move on to explore how these dimensions can be combined with my day-to-day routine as a language teacher attempting to implement aspects of learner autonomy at a technically-oriented higher education institution. Although this professional setting offers me a high degree of freedom in my teaching, there are also some limitations. Bearing these in mind, I will conclude with some advice on what we can do as language teachers to foster autonomy in our learners.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"110 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76116247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
methods and materials. Against this background, an increasing number of teachers committed to learner autonomy attempt to support their students in taking over responsibility for their own learning. This, apart from discovering and developing cognitive learning strategies, includes a gradually increasing awareness of all steps involved in the learning process at a meta-cognitive level. Especially when it comes to textbooks, however, freedom of choice is often all too well given up by teachers although textbooks are per se understood as something which enforces the classic division of roles in the classroom and thus hinder the development of autonomy. Nevertheless, textbooks still enjoy an almost sacrosanct status in many classrooms for a number of reasons. From the teachers’ perspective, textbooks are often believed to mirror the curriculum and thus contain everything that students need to learn. For students, the raison d’être of textbooks is often that they present what they believe their teachers and/or the institution expect them to learn. In this article I shall elaborate on some of the myths surrounding textbooks and discuss possibilities of using the textbook in the autonomy classroom by drawing on examples from one of my own Business English courses.
{"title":"Using Textbooks in Developing Learner Autonomy: Contradictio in Adjecto?","authors":"\tC. Ludwig","doi":"10.47908/9/7","DOIUrl":"https://doi.org/10.47908/9/7","url":null,"abstract":"methods and materials. Against this background, an increasing number of teachers committed to learner autonomy attempt to support their students in taking over responsibility for their own learning. This, apart from discovering and developing cognitive learning strategies, includes a gradually increasing awareness of all steps involved in the learning process at a meta-cognitive level. Especially when it comes to textbooks, however, freedom of choice is often all too well given up by teachers although textbooks are per se understood as something which enforces the classic division of roles in the classroom and thus hinder the development of autonomy. Nevertheless, textbooks still enjoy an almost sacrosanct status in many classrooms for a number of reasons. From the teachers’ perspective, textbooks are often believed to mirror the curriculum and thus contain everything that students need to learn. For students, the raison d’être of textbooks is often that they present what they believe their teachers and/or the institution expect them to learn. In this article I shall elaborate on some of the myths surrounding textbooks and discuss possibilities of using the textbook in the autonomy classroom by drawing on examples from one of my own Business English courses.","PeriodicalId":23709,"journal":{"name":"Volume 5 - 2020, Issue 9 - September","volume":"86 1","pages":"The Answer is Learner Autonomy: Issues in Language Teaching and Learning."},"PeriodicalIF":0.0,"publicationDate":"2013-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89039612","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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