Shadow education has remained a supportive role in many countries, and studies have shown that it has had both positive and negative impacts on students’ academic performance. However, the views so far for private tutors have often been neglected by researchers. Private tutors are one of the important stakeholders in shadow education since they are the knowledge providers and facilitators in the classroom. Their opinions can help to show a more realistic picture of shadow education in Hong Kong. In this study, the focus is on investigating Hong Kong shadow education from private tutors’ perspectives. There were 20 private tutors from local private tutorial centres participating in this study, and they were invited to individual interviews to express their ideas about shadow education in Hong Kong. Thematic analysis was used to organize and analyze the data in this study. The results showed that private tutors felt shadow education in Hong Kong is too ‘materialistic,’ and sometimes they felt lost when teaching because of the result-oriented atmosphere in the Hong Kong education system. Furthermore, social inequalities and washback were reported as well. This has further highlighted some of the negative impacts brought by shadow education.
{"title":"Shadow Education in Hong Kong: An Insight From Local Private Tutors","authors":"Richard Ching Ho Cheng","doi":"10.37237/130402","DOIUrl":"https://doi.org/10.37237/130402","url":null,"abstract":"Shadow education has remained a supportive role in many countries, and studies have shown that it has had both positive and negative impacts on students’ academic performance. However, the views so far for private tutors have often been neglected by researchers. Private tutors are one of the important stakeholders in shadow education since they are the knowledge providers and facilitators in the classroom. Their opinions can help to show a more realistic picture of shadow education in Hong Kong. In this study, the focus is on investigating Hong Kong shadow education from private tutors’ perspectives. There were 20 private tutors from local private tutorial centres participating in this study, and they were invited to individual interviews to express their ideas about shadow education in Hong Kong. Thematic analysis was used to organize and analyze the data in this study. The results showed that private tutors felt shadow education in Hong Kong is too ‘materialistic,’ and sometimes they felt lost when teaching because of the result-oriented atmosphere in the Hong Kong education system. Furthermore, social inequalities and washback were reported as well. This has further highlighted some of the negative impacts brought by shadow education.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70054658","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 article provides a review of a recent monograph, Self-Regulated Learning and Second Language Writing, by Lin Sophie Teng, published by Springer in 2022. The book investigates practical applications to self-regulated second-language writing. Self-regulated learning (SRL) provides several benefits. For instance, it fosters active and productive learning, enhances writing achievement, impacts writing performance, and supports learning outside the classroom. Phases of forethought, performance, and self-reflection are pivotal domains of SRL and essential for effective self-access learning and writing beyond the classroom. The review concludes with some thoughts about the book’s strengths and weaknesses and recommendations for readers.
本文对施普林格出版社（Springer）于 2022 年出版的最新专著《自我调节学习与第二语言写作》（Self-Regulated Learning and Second Language Writing）进行了评述。该书研究了自我调节的第二语言写作的实际应用。自我调节学习（SRL）具有多种益处。例如，它能促进积极和富有成效的学习，提高写作成绩，影响写作表现，并支持课外学习。预想、表现和自我反思阶段是自律学习的关键领域，对于有效的自学和课外写作至关重要。书评最后对本书的优缺点做了一些思考，并向读者提出了一些建议。
{"title":"Book Review: Self-Regulated Learning and Second Language Writing, Springer 2022","authors":"Candradewi Wahyu Anggraen, Januarius Mujiyanto, Katharina Rustipa, Widhiyanto Widhiyanto","doi":"10.37237/140408","DOIUrl":"https://doi.org/10.37237/140408","url":null,"abstract":"This article provides a review of a recent monograph, Self-Regulated Learning and Second Language Writing, by Lin Sophie Teng, published by Springer in 2022. The book investigates practical applications to self-regulated second-language writing. Self-regulated learning (SRL) provides several benefits. For instance, it fosters active and productive learning, enhances writing achievement, impacts writing performance, and supports learning outside the classroom. Phases of forethought, performance, and self-reflection are pivotal domains of SRL and essential for effective self-access learning and writing beyond the classroom. The review concludes with some thoughts about the book’s strengths and weaknesses and recommendations for readers.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"81 20","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138956827","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 resource description explores a web-assisted learning and teaching approach for Tamil facilitated by the Penn Language Center. Tamil is an ancient language spoken predominantly in the Indian state of Tamil Nadu and Sri Lanka. The language has significant cultural and linguistic relevance. However, due to limited resources and geographical constraints, access to high-quality Tamil language instruction has often been challenging for learners outside Tamil-speaking regions. To address these challenges, the Penn Language Center developed the WALTT program, which integrates web-based technologies into Tamil language learning and teaching. This web resource description aims to examine the structure of the syllabi in detail. Overall, this resource description aims to decode the presence of web-assisted learning resources in the field of Tamil language education, as well as provide valuable resources for the broader community of web-assisted language learning and teaching practitioners and beginners of the language.
{"title":"An Overview of Web Assisted Learning and Teaching of Tamil (WALTT) at the Penn Language Center","authors":"D. Maheswari","doi":"10.37237/140407","DOIUrl":"https://doi.org/10.37237/140407","url":null,"abstract":"This resource description explores a web-assisted learning and teaching approach for Tamil facilitated by the Penn Language Center. Tamil is an ancient language spoken predominantly in the Indian state of Tamil Nadu and Sri Lanka. The language has significant cultural and linguistic relevance. However, due to limited resources and geographical constraints, access to high-quality Tamil language instruction has often been challenging for learners outside Tamil-speaking regions. To address these challenges, the Penn Language Center developed the WALTT program, which integrates web-based technologies into Tamil language learning and teaching. This web resource description aims to examine the structure of the syllabi in detail. Overall, this resource description aims to decode the presence of web-assisted learning resources in the field of Tamil language education, as well as provide valuable resources for the broader community of web-assisted language learning and teaching practitioners and beginners of the language.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"121 51","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138958888","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}
Ali Al Ghaithi, Behnam Behforouz, Abdullah Khalid Al Balushi
The current paper attempted to measure the effects of digital storytelling (DST) on motivation, self-directed learning (SDL), and vocabulary learning of Omani EFL students. To achieve this goal, 40 learners participated in this study, divided equally into control and experimental groups. Three main instruments were used in this study as pretests and posttests, including the Self-Rating Scale of SDL adopted from Williamson (2007), the Motivation Questionnaire adapted from Mehdiyev et al. (2017), and the researcher-designed vocabulary test. Both groups received face-to-face instructions; however, the experimental group was exposed to extra sessions for creating DST projects. The results of the study in motivation and SDL showed that both groups progressed as the results of instructions, but the experimental group was slightly better. However, in the vocabulary test, the experimental group significantly performed better than the other group. These findings can help teachers, institutions, and students better use the technological resources in language learning environments.
{"title":"Exploring the Effects of Digital Storytelling in Omani EFL Students’ Self-Directed Learning, Motivation, and Vocabulary Improvements","authors":"Ali Al Ghaithi, Behnam Behforouz, Abdullah Khalid Al Balushi","doi":"10.37237/140402","DOIUrl":"https://doi.org/10.37237/140402","url":null,"abstract":"The current paper attempted to measure the effects of digital storytelling (DST) on motivation, self-directed learning (SDL), and vocabulary learning of Omani EFL students. To achieve this goal, 40 learners participated in this study, divided equally into control and experimental groups. Three main instruments were used in this study as pretests and posttests, including the Self-Rating Scale of SDL adopted from Williamson (2007), the Motivation Questionnaire adapted from Mehdiyev et al. (2017), and the researcher-designed vocabulary test. Both groups received face-to-face instructions; however, the experimental group was exposed to extra sessions for creating DST projects. The results of the study in motivation and SDL showed that both groups progressed as the results of instructions, but the experimental group was slightly better. However, in the vocabulary test, the experimental group significantly performed better than the other group. These findings can help teachers, institutions, and students better use the technological resources in language learning environments.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" 5","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960140","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 incorporation of Generative AI and platforms like Quizizz holds immense potential to deliver substantial benefits to both English students and teachers. Students can readily create their interactive self-assessment tools, allowing them to monitor their learning progress independently. Meanwhile, teachers can facilitate and enhance students’ independent learning, easing their workload, offering personalized insights, and boosting student engagement. Additionally, Quizizz AI can serve as a valuable resource for teachers looking to advance their professional development. Importantly, both students and teachers can explore new concepts at their own pace without the fear of judgment from others. While the platform offers numerous advantages for both educators and learners, several enhancements could render it an even more potent tool. By diversifying the types of AI-generated questions, the platform could create a wider range of activities targeting various English language skills. Furthermore, expanding the variety of AI-generated responses, such as voice or video, could facilitate the practice of productive skills like speaking. Additionally, written-text responses could promote writing skills. To further enrich the learning experience, the integration of AI for checking and providing personalized feedback on these responses might be considered.
生成式人工智能与 Quizizz 等平台的结合具有巨大的潜力，可为英语学生和教师带来实质性的好处。学生可以随时创建自己的互动式自我评估工具，从而能够独立监测自己的学习进度。同时，教师可以促进和加强学生的自主学习，减轻他们的工作量，提供个性化的见解，提高学生的参与度。此外，Quizizz AI 还可作为教师专业发展的宝贵资源。重要的是，学生和教师都可以按照自己的节奏探索新概念，而不必担心他人的评判。虽然该平台为教育者和学习者提供了众多优势，但一些改进措施可以使其成为更强大的工具。通过使人工智能生成的问题类型多样化，该平台可以针对各种英语语言技能创建更广泛的活动。此外，扩大人工智能生成的回答（如语音或视频）的种类，可以促进口语等生产性技能的练习。此外，书面文字回复可以促进写作技能的提高。为了进一步丰富学习体验，可以考虑整合人工智能来检查这些回答并提供个性化反馈。
{"title":"Fostering Self-Assessment in English Learning with a Generative AI Platform: A Case of Quizizz AI","authors":"K. Anggoro, Damar Isti Pratiwi","doi":"10.37237/140406","DOIUrl":"https://doi.org/10.37237/140406","url":null,"abstract":"The incorporation of Generative AI and platforms like Quizizz holds immense potential to deliver substantial benefits to both English students and teachers. Students can readily create their interactive self-assessment tools, allowing them to monitor their learning progress independently. Meanwhile, teachers can facilitate and enhance students’ independent learning, easing their workload, offering personalized insights, and boosting student engagement. Additionally, Quizizz AI can serve as a valuable resource for teachers looking to advance their professional development. Importantly, both students and teachers can explore new concepts at their own pace without the fear of judgment from others. While the platform offers numerous advantages for both educators and learners, several enhancements could render it an even more potent tool. By diversifying the types of AI-generated questions, the platform could create a wider range of activities targeting various English language skills. Furthermore, expanding the variety of AI-generated responses, such as voice or video, could facilitate the practice of productive skills like speaking. Additionally, written-text responses could promote writing skills. To further enrich the learning experience, the integration of AI for checking and providing personalized feedback on these responses might be considered.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138960837","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 flipped classroom was implemented in an intermediate-level Italian class in the Philippines. Owing to the difficulties of the flipped classroom as described by existing literature, which includes a general lack of genuine motivation to access the materials needed for autonomous learning, language advising was conducted as a complementary tool to assist in the smooth implementation of the flipped classroom without the need to resort to extrinsic motivational strategies. Five students participated in the language advising sessions which were scheduled four times throughout the semester for each student with a duration of twenty minutes each. Through an open-ended questionnaire, the participants gauged their perceptions of the complementarity of the language advising sessions to the flipped classroom that was implemented throughout the semester. Using thematic content analysis for the open-ended responses, the following themes emerged from the students’ experiences: a sense of control of one’s own learning, personalized instruction, performance boosting and balance, and a fostering of student rapport.
{"title":"Student Perceptions of Language Advising as a Complement to the Flipped Classroom","authors":"Danica Anna D. Guban-Caisido","doi":"10.37237/140403","DOIUrl":"https://doi.org/10.37237/140403","url":null,"abstract":"The flipped classroom was implemented in an intermediate-level Italian class in the Philippines. Owing to the difficulties of the flipped classroom as described by existing literature, which includes a general lack of genuine motivation to access the materials needed for autonomous learning, language advising was conducted as a complementary tool to assist in the smooth implementation of the flipped classroom without the need to resort to extrinsic motivational strategies. Five students participated in the language advising sessions which were scheduled four times throughout the semester for each student with a duration of twenty minutes each. Through an open-ended questionnaire, the participants gauged their perceptions of the complementarity of the language advising sessions to the flipped classroom that was implemented throughout the semester. Using thematic content analysis for the open-ended responses, the following themes emerged from the students’ experiences: a sense of control of one’s own learning, personalized instruction, performance boosting and balance, and a fostering of student rapport.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"122 36","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959461","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 study investigated the potential impact of integrating the FlipGrid application within the genre-based framework (intervention used in the study), addressing both the enhancement of writing skills across writing genres and the cultivation of self-regulation among 30 Thai English as a Foreign Language (EFL) university students who participated in a 10-week writing course. This study employed a sequential mixed methods approach, utilizing a single group of pre- and post-test design. Study results demonstrated a significant improvement in students’ writing skills, as indicated by the higher scores in the post-test (x̄=15.35) compared to the pre-test (x̄=10.29). Regarding students’ four quiz performances, they exhibited the most improvement in the ‘narrative’ and ‘process’ genres, while the ‘argumentative’ genre showed the least progress. Notably, across these genres, the ‘content’ component saw the most improvement, whereas ‘lexical resources’ displayed the least. Additionally, the students’ SRL awareness significantly increased after the intervention, suggesting a greater understanding of self-regulatory skills such as planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The study likewise revealed a significant relationship between the students’ writing performance and their awareness of self-regulated learning (SRL). The qualitative data supported these findings, emphasizing the students’ positive experiences in the intervention. This study contributes to digital writing pedagogy by offering practical insights for innovative, technology-driven writing instruction, fostering proficient and self-directed digital-era writers.
{"title":"The Impact of the FlipGrid Application Within the Genre-Based Framework on Students’ Writing Skills and Self-Regulation of Learning Awareness","authors":"Roderick Julian Robillos","doi":"10.37237/140404","DOIUrl":"https://doi.org/10.37237/140404","url":null,"abstract":"This study investigated the potential impact of integrating the FlipGrid application within the genre-based framework (intervention used in the study), addressing both the enhancement of writing skills across writing genres and the cultivation of self-regulation among 30 Thai English as a Foreign Language (EFL) university students who participated in a 10-week writing course. This study employed a sequential mixed methods approach, utilizing a single group of pre- and post-test design. Study results demonstrated a significant improvement in students’ writing skills, as indicated by the higher scores in the post-test (x̄=15.35) compared to the pre-test (x̄=10.29). Regarding students’ four quiz performances, they exhibited the most improvement in the ‘narrative’ and ‘process’ genres, while the ‘argumentative’ genre showed the least progress. Notably, across these genres, the ‘content’ component saw the most improvement, whereas ‘lexical resources’ displayed the least. Additionally, the students’ SRL awareness significantly increased after the intervention, suggesting a greater understanding of self-regulatory skills such as planning, self-monitoring, evaluation, reflection, effort, and self-efficacy. The study likewise revealed a significant relationship between the students’ writing performance and their awareness of self-regulated learning (SRL). The qualitative data supported these findings, emphasizing the students’ positive experiences in the intervention. This study contributes to digital writing pedagogy by offering practical insights for innovative, technology-driven writing instruction, fostering proficient and self-directed digital-era writers.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"110 34","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138959205","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}
Communicating in English as a second language spoken inside classroom, among friends and schoolmates, relies on comfort and proficiency. Viewed from an autoethnographic lens, this paper aims to explore and analyze pressing issues besetting a student from communicating fluidly in English as a second language in a classroom context. The methodology of the study consists of the autoethnographer’s self-reflections of classroom learning, analyzed using the interpretive paradigm of the self as located within the culture. The paper reveals that speaking in English as a second language largely depends on self-motivation, economic status, social background, and technological capacity. Moreover, self-perceived competence to communicate manifests in a person’s readiness and openness to communicate a foreign language that impact one’s individual and cultural identity.
{"title":"Familiarity and Self-Perceived Competence to Communicate in a Second Language","authors":"L. Olobia","doi":"10.37237/140405","DOIUrl":"https://doi.org/10.37237/140405","url":null,"abstract":"Communicating in English as a second language spoken inside classroom, among friends and schoolmates, relies on comfort and proficiency. Viewed from an autoethnographic lens, this paper aims to explore and analyze pressing issues besetting a student from communicating fluidly in English as a second language in a classroom context. The methodology of the study consists of the autoethnographer’s self-reflections of classroom learning, analyzed using the interpretive paradigm of the self as located within the culture. The paper reveals that speaking in English as a second language largely depends on self-motivation, economic status, social background, and technological capacity. Moreover, self-perceived competence to communicate manifests in a person’s readiness and openness to communicate a foreign language that impact one’s individual and cultural identity.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" 3","pages":""},"PeriodicalIF":0.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138962557","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}
Across our lifelong learning journeys, we encounter countless positive and negative experiences that come to shape our evolving perspectives. As language learning can certainly be viewed as a lifelong endeavor, this accrued emotional “baggage” (Falout et al., 2015) will conceivably affect the way we perceive the act of learning or, indeed, the target language itself. In this duoethnographic study, the authors, two learners of Japanese, explore the ways in which their attitudes towards language learning have been shaped by their historical life trajectories. The authors recorded critical conversations, took reflective notes, and collaboratively analyzed this data using reflexive thematic analysis. Through the juxtaposition of their backgrounds and unique struggles with Japanese, the authors attempted to engage in transformative dialogue that challenged established personal narratives and facilitated deeper self-understanding. Through this duoethnographic study, the authors discovered that their attitudes towards standardized testing and communicative proficiency in Japanese were profoundly shaped by historical and sociocultural factors that even predated their arrival in Japan. In a concluding discussion, some implications of this study, as well as duoethnography more broadly, were also examined by the authors.
在我们的终身学习之旅中，我们遇到了无数积极和消极的经历，这些经历塑造了我们不断发展的观点。由于语言学习当然可以被视为终身的努力，这种累积的情感“包袱”(Falout et al.， 2015)将不可避免地影响我们对学习行为的看法，甚至影响目标语言本身的看法。在这项多民族志研究中，两位日语学习者的作者探讨了他们对语言学习的态度是如何被他们的历史生活轨迹所塑造的。作者记录了批判性对话，做了反思笔记，并使用反身性主题分析合作分析了这些数据。通过将他们的背景和与日本人的独特斗争并置，作者试图进行一场变革性的对话，挑战既定的个人叙事，促进更深层次的自我理解。通过这项多民族志研究，作者发现，他们对标准化考试和日语交际能力的态度深受历史和社会文化因素的影响，这些因素甚至在他们到达日本之前就已经存在。在最后的讨论中，作者还对本研究的一些含义以及更广泛的多元人种学进行了探讨。
{"title":"Picking Through Our Baggage: A Duoethnography of Japanese L2 Learning","authors":"Phillip A. Bennett, Daniel Hooper","doi":"10.37237/1403007","DOIUrl":"https://doi.org/10.37237/1403007","url":null,"abstract":"Across our lifelong learning journeys, we encounter countless positive and negative experiences that come to shape our evolving perspectives. As language learning can certainly be viewed as a lifelong endeavor, this accrued emotional “baggage” (Falout et al., 2015) will conceivably affect the way we perceive the act of learning or, indeed, the target language itself. In this duoethnographic study, the authors, two learners of Japanese, explore the ways in which their attitudes towards language learning have been shaped by their historical life trajectories. The authors recorded critical conversations, took reflective notes, and collaboratively analyzed this data using reflexive thematic analysis. Through the juxtaposition of their backgrounds and unique struggles with Japanese, the authors attempted to engage in transformative dialogue that challenged established personal narratives and facilitated deeper self-understanding. Through this duoethnographic study, the authors discovered that their attitudes towards standardized testing and communicative proficiency in Japanese were profoundly shaped by historical and sociocultural factors that even predated their arrival in Japan. In a concluding discussion, some implications of this study, as well as duoethnography more broadly, were also examined by the authors.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135059178","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 invention of the microchip and access to digital devices has altered the way people perceive education and how it is supposed to be practiced. New generations of students, who are the digital natives of today, are more than ready to be educated through the advancements offered by digital learning environments. Language learning is not an exception to these fast-paced technological improvements, and the use of technological devices is slowly altering the way students practice and learn languages. With the advancement of available digital devices, computer-assisted learning has become a reality for today’s learners. Within the context of this research study, an accomplished learner’s think-aloud process and autoethnography function as data to internalize how a learner can transform from a language learner to a language expert through autonomous computer-assisted language learning strategies. This ethnographic study attempts to reveal the keen language learning attitude and self-invented digital learning techniques of an autonomous learner of multiple foreign languages. Thus, it explores and exemplifies the possibility of independent and autonomous language learning without the need for formal education.
{"title":"Computer-Assisted Autonomous Linguistic Learning: A Novel Approach to Second Language Expertise","authors":"Eda Başak Hancı-Azizoglu, Ersen Vural","doi":"10.37237/140306","DOIUrl":"https://doi.org/10.37237/140306","url":null,"abstract":"The invention of the microchip and access to digital devices has altered the way people perceive education and how it is supposed to be practiced. New generations of students, who are the digital natives of today, are more than ready to be educated through the advancements offered by digital learning environments. Language learning is not an exception to these fast-paced technological improvements, and the use of technological devices is slowly altering the way students practice and learn languages. With the advancement of available digital devices, computer-assisted learning has become a reality for today’s learners. Within the context of this research study, an accomplished learner’s think-aloud process and autoethnography function as data to internalize how a learner can transform from a language learner to a language expert through autonomous computer-assisted language learning strategies. This ethnographic study attempts to reveal the keen language learning attitude and self-invented digital learning techniques of an autonomous learner of multiple foreign languages. Thus, it explores and exemplifies the possibility of independent and autonomous language learning without the need for formal education.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"145 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060022","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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