Week 4 – learning circle (task design for learner training)
Group members – Suzie, Nancy, Meili, Nadeyah, Anara (secretary)
We have noticed immediately that the main focus in the exercise is language although the attempt was made to learn linguistic structure in a communicative way. Also it was suggested that there should be a chance for students to reflect on their own experiences. That is why we suggested the following process of presenting the exercise that would look as a learner training activity:
1. Brainstorming, whereas the teacher asks students questions such as “Where (when) do you think you can use comparatives?” (probably in L1). At this stage the teacher intention is to raise students’ awareness of a new grammar element without explicitly showing or explaining it. In addition, we think that the given instruction “In pairs, ask and answer the following questions” might be substituted with something like “What pattern(s) can you notice in these sentences?”
2. After brainstorming we think that two students might go in front of the class whereas other students will need to find any differences they see in them, or alternatively students and the teacher might compare something which is in the classroom. For instance, sentences like “X is short, Y is tall, X is light, Y is heavy” might be encouraged by the teacher so that students get ready for the main part of the exercise which is to spot the patterns of comparative forms.
3. As for the second task in the exercise, students might be asked to number the activities they find easy and/or difficult from the easiest to the most difficult ones, and while doing this they might probably work out the patterns for themselves. Also, this activity will help them to identify their weaknesses and strengths, which leads to the development of self-evaluation.
4. As a final part we think that asking students to evaluate their understanding of the comparatives, and how comparing works in English will prompt further development of meta cognitive strategies such as self-evaluation, self-monitoring.
Sunday, 21 February 2010
Saturday, 20 February 2010
Learner-training tasks
Learning circle (session4)
Group members: Abduljabbar, Canan, Michael, Mustafa, Sumeyra, Tomo, Ellen (secretary)
Qa) Which two exercises below would you classify as Learner Training?
We agreed exercise B and C would be classified as learner-training tasks.
Qb) What makes the Learner Training exercises different from the others?
Basically, learner-training tasks have different features: they require more explanatory and longer rubrics and the content should encourage learners to think about their learning process.
Exercise B provides learners with opportunities to raise learners’ awareness about why certain strategies can be useful through clear instructions and introductions to activities. Firstly, it is clearly stated what the objective of the task is and why learning patterns is an important strategy in the grammar part. While reading rubrics, learners are expected to understand what they are doing and why and then move on to generate new sentences using the pattern. It is assumed there is explicit focus on the process of learning, which is one of essential parts comprising learner-training tasks. Exercises C seems to focus more on self-assessment and monitoring. A series of questions can provide learners the opportunities to evaluate, monitor, and reflect their own learning. They can also lead learners to take more responsibilities for their learning by encouraging them to think about how they have learnt and how they are going to learn.
Exercise D, however, is regarded as a language learning task focusing on linguistic knowledge, say, formal fluency. Without any consideration about involving learners in process, only controlled practice is given. In exercise B, learners may have difficulty in producing sentences because there are no sufficient instruction and example so that they can understand the tasks and generate new sentences.
In our views, it is seems to be clear that sufficient consideration about to what extent they should be explicit and how well teachers are trained should be prior to implementing learning-training tasks in reality. There would be differences according to teaching contexts, that is, how much official syllabus allows them to be put into classrooms and negotiations can exist between coursebook designers, teachers, and learners. We have come to a conclusion that more empirical research and experiments should be conducted to support and realize them in wider range of contexts.
Group members: Abduljabbar, Canan, Michael, Mustafa, Sumeyra, Tomo, Ellen (secretary)
Qa) Which two exercises below would you classify as Learner Training?
We agreed exercise B and C would be classified as learner-training tasks.
Qb) What makes the Learner Training exercises different from the others?
Basically, learner-training tasks have different features: they require more explanatory and longer rubrics and the content should encourage learners to think about their learning process.
Exercise B provides learners with opportunities to raise learners’ awareness about why certain strategies can be useful through clear instructions and introductions to activities. Firstly, it is clearly stated what the objective of the task is and why learning patterns is an important strategy in the grammar part. While reading rubrics, learners are expected to understand what they are doing and why and then move on to generate new sentences using the pattern. It is assumed there is explicit focus on the process of learning, which is one of essential parts comprising learner-training tasks. Exercises C seems to focus more on self-assessment and monitoring. A series of questions can provide learners the opportunities to evaluate, monitor, and reflect their own learning. They can also lead learners to take more responsibilities for their learning by encouraging them to think about how they have learnt and how they are going to learn.
Exercise D, however, is regarded as a language learning task focusing on linguistic knowledge, say, formal fluency. Without any consideration about involving learners in process, only controlled practice is given. In exercise B, learners may have difficulty in producing sentences because there are no sufficient instruction and example so that they can understand the tasks and generate new sentences.
In our views, it is seems to be clear that sufficient consideration about to what extent they should be explicit and how well teachers are trained should be prior to implementing learning-training tasks in reality. There would be differences according to teaching contexts, that is, how much official syllabus allows them to be put into classrooms and negotiations can exist between coursebook designers, teachers, and learners. We have come to a conclusion that more empirical research and experiments should be conducted to support and realize them in wider range of contexts.
Monday, 15 February 2010
Teacher-guided, learner-led or middle version?
Members: Anara, Susie, Nancy, Nadeya, Meili (secretary)
We all agreed that the middle version would be appropriate in our contexts. According to Sinclair, learner training helps learners consider the factors that influence their learning and identify their preferred strategies and which suit their context. These include psychological factors like attitudes, beliefs, learning styles, motivation; affective factors, and also social, cultural and political contexts of the learners (Sinclair, 2000). Such factors influence language learning so it is important for the teacher to design structured and systematic syllabus. Teaching strategies such as applying images and sound like semantic mapping, or metacognitive strategies like planning, evaluating and self-regulating, and also how they can be incorporated into curriculum content. The teacher plays an important role as guide.
Learner-led approach that learners do what they want to do would be difficult for implementation in the exam dominant education in many Asian countries. Besides, for some learners it can be confusing and without directions let alone young learners.
In Dam’s Danish secondary school, the learner-led approach was conducted in that 11-16 year-old pupils were able to design the materials, peer-tutor and evaluate with teacher’s help. The pupils seemed motivated to get involved in the activities and take responsibility for their learning process based on Sinclair 2000. However, as for learner designing materials and activities at their age and level of language ability, we have reservations. It would be interesting to see how the task was actually carried out.
In short, we believe in what Confucius, the philosopher once said ‘If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetime.’ This tells how important the teacher interrelates with the learner, the teacher-guided /learner decided would be appropriate in our contexts.
We all agreed that the middle version would be appropriate in our contexts. According to Sinclair, learner training helps learners consider the factors that influence their learning and identify their preferred strategies and which suit their context. These include psychological factors like attitudes, beliefs, learning styles, motivation; affective factors, and also social, cultural and political contexts of the learners (Sinclair, 2000). Such factors influence language learning so it is important for the teacher to design structured and systematic syllabus. Teaching strategies such as applying images and sound like semantic mapping, or metacognitive strategies like planning, evaluating and self-regulating, and also how they can be incorporated into curriculum content. The teacher plays an important role as guide.
Learner-led approach that learners do what they want to do would be difficult for implementation in the exam dominant education in many Asian countries. Besides, for some learners it can be confusing and without directions let alone young learners.
In Dam’s Danish secondary school, the learner-led approach was conducted in that 11-16 year-old pupils were able to design the materials, peer-tutor and evaluate with teacher’s help. The pupils seemed motivated to get involved in the activities and take responsibility for their learning process based on Sinclair 2000. However, as for learner designing materials and activities at their age and level of language ability, we have reservations. It would be interesting to see how the task was actually carried out.
In short, we believe in what Confucius, the philosopher once said ‘If you give a man a fish, you feed him for a day. If you teach a man to fish, you feed him for a lifetime.’ This tells how important the teacher interrelates with the learner, the teacher-guided /learner decided would be appropriate in our contexts.
Saturday, 13 February 2010
Week 3-Learning Circle Canan, Ellen, Michael ( Secretary), Mustafa, Sumayra, Tomo and Abuljabbar
Generally, it was mentioned that the Learner-led approach could be very difficult to be applied especially with young learners. Even if there is evidence that it works fine with the specific group, the teacher must be very experienced or trained very well in order to succeed.
One of the problems that may appear is that if –let’s say- the head of the school comes to observe you a lot of criticism will take place because this approach is not very popular in the teaching context. Also, as a teacher you cannot provide enough evidence about the results and (to be more realistic) parents always prefer their children to undertake a more ‘natural’ approach in training and teaching that the school provides so they feel more confident and sure about the school they are paying for and the results of their children. However, it was mentioned that probably this approach could be more applicable with older learners as they tend to be more autonomous and cognitively mature.
Another important issue is that, most of us agreed that the ideal choice of the teaching and training approach is to be somewhere between the Teacher-directed and Teacher-guided approach, as there is more control and balance in the teaching context and there is more confidence and trust between the teacher, the school and the parents.
It is believed however that for someone learning a language and achieving language proficiency there has to be much interest and motivation. Even if the teacher is good at training learners, for someone to learn has to find his/her own way of learning. For this reason, it could be assumed that the successful learner in some way possesses autonomy in learning as he /she found his/her own way.
However, one way of helping learners become more conscious of their autonomy is by explicit and implicit teaching which can be very helpful in training study skills. In this way learners are enabled become familiar with study skills and choose the way they prefer to learn.
One of the problems that may appear is that if –let’s say- the head of the school comes to observe you a lot of criticism will take place because this approach is not very popular in the teaching context. Also, as a teacher you cannot provide enough evidence about the results and (to be more realistic) parents always prefer their children to undertake a more ‘natural’ approach in training and teaching that the school provides so they feel more confident and sure about the school they are paying for and the results of their children. However, it was mentioned that probably this approach could be more applicable with older learners as they tend to be more autonomous and cognitively mature.
Another important issue is that, most of us agreed that the ideal choice of the teaching and training approach is to be somewhere between the Teacher-directed and Teacher-guided approach, as there is more control and balance in the teaching context and there is more confidence and trust between the teacher, the school and the parents.
It is believed however that for someone learning a language and achieving language proficiency there has to be much interest and motivation. Even if the teacher is good at training learners, for someone to learn has to find his/her own way of learning. For this reason, it could be assumed that the successful learner in some way possesses autonomy in learning as he /she found his/her own way.
However, one way of helping learners become more conscious of their autonomy is by explicit and implicit teaching which can be very helpful in training study skills. In this way learners are enabled become familiar with study skills and choose the way they prefer to learn.
Monday, 8 February 2010
Dickinson (1992)
Learning circle: Reflections on Dickinson’s article
Group members: Meili, Anara, Nancy and Suzie
Secretary: Nadeyah
1) As a group we discussed that teachers in Dickinson’s article are unaware of their learner training skills. They did not know at the time that they were actually in the process of teaching autonomy for example: they were giving students chances to learn vocabulary on their own, teachers were trying to raise students’ awareness of language learning, they were facilitating and guiding students during group work, pair work and they encouraged them to assess their own progress.
2) Meili stated that as a teacher she gave her students choices during activities such:
- choosing partners in group work
- choosing the role that students want to act out during activities such as dialogues and role-plays.
Anara explains that in her classes she used to give several choices for homework topics and the students were able to choose what homework they wanted to do. For instance: speaking exercises such as reading either the text alone or working with a partner in a role-play.
On the other hand, Nancy encourages her students to use an English-English dictionary and not a Chinese-English Dictionary because she wants students to get used to thinking in English rather than using Chinese translation.
Suzie makes an effort to encourage students to not stress while using English in class. She thinks that motivation is increased by giving the students the choice to either work alone or have peer-assessment on the topics before the next lesson because it will create a relaxing environment to learn the language.
3) Some schools in Asian countries believe that learner training is not encouraged because students are mostly dependent on the teacher. However, it is clear that some teachers used some sort of leaner training without realizing the different strategies that they use are considered ‘learner autonomy’ training. In Middle Eastern countries, students in government schools are viewed as teacher-dependant in most cases because they are not allowed to drift off of the lesson, they are to do what the teacher says without question, they are not permitted to have a choice in how they learn whereas, in private schools students are almost fully autonomous in every aspect of learning.
4) We as MA students are not fully autonomous on this course because we need to follow certain regulations and procedures set out to us by our tutors and school, which hinders some of our autonomous nature for example, in term one we were not given a choice to what topics we wanted to cover but in term two we noticed a change in the fact that Richard and Barbra gave us the opportunity to choose the topics that interest us most as MA TESOL students.
5) We agree that we are to some extent willing to work independently on this course, however, we feel that there is a need for more explicit advice in some areas.
Group members: Meili, Anara, Nancy and Suzie
Secretary: Nadeyah
1) As a group we discussed that teachers in Dickinson’s article are unaware of their learner training skills. They did not know at the time that they were actually in the process of teaching autonomy for example: they were giving students chances to learn vocabulary on their own, teachers were trying to raise students’ awareness of language learning, they were facilitating and guiding students during group work, pair work and they encouraged them to assess their own progress.
2) Meili stated that as a teacher she gave her students choices during activities such:
- choosing partners in group work
- choosing the role that students want to act out during activities such as dialogues and role-plays.
Anara explains that in her classes she used to give several choices for homework topics and the students were able to choose what homework they wanted to do. For instance: speaking exercises such as reading either the text alone or working with a partner in a role-play.
On the other hand, Nancy encourages her students to use an English-English dictionary and not a Chinese-English Dictionary because she wants students to get used to thinking in English rather than using Chinese translation.
Suzie makes an effort to encourage students to not stress while using English in class. She thinks that motivation is increased by giving the students the choice to either work alone or have peer-assessment on the topics before the next lesson because it will create a relaxing environment to learn the language.
3) Some schools in Asian countries believe that learner training is not encouraged because students are mostly dependent on the teacher. However, it is clear that some teachers used some sort of leaner training without realizing the different strategies that they use are considered ‘learner autonomy’ training. In Middle Eastern countries, students in government schools are viewed as teacher-dependant in most cases because they are not allowed to drift off of the lesson, they are to do what the teacher says without question, they are not permitted to have a choice in how they learn whereas, in private schools students are almost fully autonomous in every aspect of learning.
4) We as MA students are not fully autonomous on this course because we need to follow certain regulations and procedures set out to us by our tutors and school, which hinders some of our autonomous nature for example, in term one we were not given a choice to what topics we wanted to cover but in term two we noticed a change in the fact that Richard and Barbra gave us the opportunity to choose the topics that interest us most as MA TESOL students.
5) We agree that we are to some extent willing to work independently on this course, however, we feel that there is a need for more explicit advice in some areas.
Sunday, 7 February 2010
Week 2 Learning Circle
Canan, Ellen, Michael, Mustafa, Sumayra, Tomo and Abuljabbar ( Secretary)
1.
1.1. Teachers should be diagnostician for their learners’ needs and wants. In order to that, teachers should observe or ask their students about their wants and needs and try to take it in consideration.
1.2. Teachers should raise the awareness of their learners toward the strategies that learners already knew and used however they are not aware of them.
1.3. Sometimes Learners could have difficulty in using some strategies or they lack some strategic competence features, it is teachers’ duty to simplify the use of strategies or introduce other strategies that learners are not aware of. However it should suit their learners otherwise learners would not use them even if it is easy for them. For some learners certain kind of strategies are simple for them but it takes time therefore, they would avoid them. (Students satisfaction)
1.4. Teachers should give some authority for learners during the process of learning. By putting learners into pairs and asking them to learn and correct each other, is a kind of sharing the authority between teacher and learners.
1.5. Teachers should try to their most to make students aware of the natural process of learning second language and that can be reached by introducing them the way that they go through in their mother tongue. They should know that language learning is a shared process and they should not see themselves as decentred identities.
1.6. Some of the group members find it difficult to ask learners to implement certain strategies because there are other demands such as passing exams for their learners, which is their learners’ priority. (Listening for main idea)
1.7.A group member said, I have forty learners and if they are teacher dependant that means, it is impossible to teach them.
1.8 Teachers should present the idea of learning rather than teaching for their learners. Both teachers and learners are learning together and teacher role is to facilitate the process of learning.
2.
2.1. There are independence but there are other things that you ought to finish them which we could call constrains.
2.2. We could learn through our learning however, that is not enough, because we still need the experience of the facilitator who tell us where to find the information and which information is to be searched for. Some colleagues find it easier to have suggested titles for their assignments, because they might deviate and choose area which is not doable or appropriate.
2.3. It is the same answer for the previous point where learners would learn however, it will not be as much as what the Facilitators would provide us with.
1.
1.1. Teachers should be diagnostician for their learners’ needs and wants. In order to that, teachers should observe or ask their students about their wants and needs and try to take it in consideration.
1.2. Teachers should raise the awareness of their learners toward the strategies that learners already knew and used however they are not aware of them.
1.3. Sometimes Learners could have difficulty in using some strategies or they lack some strategic competence features, it is teachers’ duty to simplify the use of strategies or introduce other strategies that learners are not aware of. However it should suit their learners otherwise learners would not use them even if it is easy for them. For some learners certain kind of strategies are simple for them but it takes time therefore, they would avoid them. (Students satisfaction)
1.4. Teachers should give some authority for learners during the process of learning. By putting learners into pairs and asking them to learn and correct each other, is a kind of sharing the authority between teacher and learners.
1.5. Teachers should try to their most to make students aware of the natural process of learning second language and that can be reached by introducing them the way that they go through in their mother tongue. They should know that language learning is a shared process and they should not see themselves as decentred identities.
1.6. Some of the group members find it difficult to ask learners to implement certain strategies because there are other demands such as passing exams for their learners, which is their learners’ priority. (Listening for main idea)
1.7.A group member said, I have forty learners and if they are teacher dependant that means, it is impossible to teach them.
1.8 Teachers should present the idea of learning rather than teaching for their learners. Both teachers and learners are learning together and teacher role is to facilitate the process of learning.
2.
2.1. There are independence but there are other things that you ought to finish them which we could call constrains.
2.2. We could learn through our learning however, that is not enough, because we still need the experience of the facilitator who tell us where to find the information and which information is to be searched for. Some colleagues find it easier to have suggested titles for their assignments, because they might deviate and choose area which is not doable or appropriate.
2.3. It is the same answer for the previous point where learners would learn however, it will not be as much as what the Facilitators would provide us with.
Wednesday, 3 February 2010
Learning Circle task Week 1
Module: Learner Autonomy
Learning Circle task
Week 1
Group member: Anara, Meili, Nadeyah, Nancy (Secretary), Suzie
Generally our group found Benson’s article difficult to read because the way he linked concepts/ ideas together is confusing. For example, we could see that the main three versions of learner autonomy being discussed in Benson’s article are based on technical, political, and psychological point of views. Meanwhile, we also understand that three approaches to knowledge and learning being described formed positivism, constructivism, and critical theory. However, what we found difficult to follow is the logic in that he created a framework to present his view about leaner autonomy. We felt that the correspondence he was trying made is to some extent so complicated that it is not possible to follow unless they are put in graphs, models, or charts.
Some of our group members found two concepts mentioned in Barbara’s article new to them. Firstly, it is used to be thought that the focus of learner autonomy in the West is placed on collaboration rather than individual. However, it is mentioned in Barbara’s article that in fact it was the other way around. Secondly, the idea that “developing autonomy requires conscious awareness of the learning process” is thought to be interesting (Sinclair et al., 2000:9). To some of us, learners’ autonomy can be to some extent at a subconscious level and learners themselves might not be aware of their autonomy when they make certain decisions. For example, some of us mentioned that they learnt to be autonomous in decision making through their upbringing. Therefore, when they went to school they tend to be independent in their learning, which consequently led them to develop their own learning strategies.
For example, a group member thought herself as highly autonomous when she wanted to enhance her listening skills. She listened to English learning programs almost every day for nearly six months and found her listening skill improved dramatically. She also mentioned that one of the factors that motivated her to keep this habit is because that she likes English. Another group member talked about that she has been watching English TV episodes for a period of time largely because she likes English and the episodes she has been watching provides good example of English language. One of our group members also mentioned that she improved her knowledge in using and understanding classical Arabic through watching TV episodes and reading newspaper. All of them considered themselves to be autonomous in their language learning process because they all developed their strategies to learn.
Although most of us are independent in our learning process, not many have an opportunity or are able to introduce activities that would promote learner autonomy. Only one group member shared her experience in applying the concept in her teaching practice. She mentioned that her students were allowed to learn English in their own ways as long as they are capable of passing tests or exams. For example, some of her students chose to learn and practice through doing drills and their decisions made is respected.
Learning Circle task
Week 1
Group member: Anara, Meili, Nadeyah, Nancy (Secretary), Suzie
Generally our group found Benson’s article difficult to read because the way he linked concepts/ ideas together is confusing. For example, we could see that the main three versions of learner autonomy being discussed in Benson’s article are based on technical, political, and psychological point of views. Meanwhile, we also understand that three approaches to knowledge and learning being described formed positivism, constructivism, and critical theory. However, what we found difficult to follow is the logic in that he created a framework to present his view about leaner autonomy. We felt that the correspondence he was trying made is to some extent so complicated that it is not possible to follow unless they are put in graphs, models, or charts.
Some of our group members found two concepts mentioned in Barbara’s article new to them. Firstly, it is used to be thought that the focus of learner autonomy in the West is placed on collaboration rather than individual. However, it is mentioned in Barbara’s article that in fact it was the other way around. Secondly, the idea that “developing autonomy requires conscious awareness of the learning process” is thought to be interesting (Sinclair et al., 2000:9). To some of us, learners’ autonomy can be to some extent at a subconscious level and learners themselves might not be aware of their autonomy when they make certain decisions. For example, some of us mentioned that they learnt to be autonomous in decision making through their upbringing. Therefore, when they went to school they tend to be independent in their learning, which consequently led them to develop their own learning strategies.
For example, a group member thought herself as highly autonomous when she wanted to enhance her listening skills. She listened to English learning programs almost every day for nearly six months and found her listening skill improved dramatically. She also mentioned that one of the factors that motivated her to keep this habit is because that she likes English. Another group member talked about that she has been watching English TV episodes for a period of time largely because she likes English and the episodes she has been watching provides good example of English language. One of our group members also mentioned that she improved her knowledge in using and understanding classical Arabic through watching TV episodes and reading newspaper. All of them considered themselves to be autonomous in their language learning process because they all developed their strategies to learn.
Although most of us are independent in our learning process, not many have an opportunity or are able to introduce activities that would promote learner autonomy. Only one group member shared her experience in applying the concept in her teaching practice. She mentioned that her students were allowed to learn English in their own ways as long as they are capable of passing tests or exams. For example, some of her students chose to learn and practice through doing drills and their decisions made is respected.
Tuesday, 2 February 2010
New or difficult concepts/ideas of learner autonomy
MA TESOL Learner Autonomy
28/01/2010
Learning Circle Task week 1
Members: Abduljabbar, Canan, Ellen, Michael, Mustafa, and Tomo (Secretary).
Q: Were there any concepts/ideas you found new, difficult to follow, or want to follow up or clarify? What?
A1: The idea that politics can affect learner autonomy was relatively new and difficult for us, but we found it can once we started discussion. For example:
Governments can decide when students start learning English. If students
start studying it before they learn learner autonomy, their English learning
might not be successful. Furthermore, they may lose chance to learn their own culture.
A2:The point we wanted to clarify was:
Is the political version of autonomy a stage after the psychological version of
autonomy? Or is it an approach to be developed together with the psychological version?
How can be materials be evaluated in terms of autonomy? Are there any more
or less helpful materials in terms of learner autonomy or not?
Q: As a learner, how autonomous do you think you were/are? Why?
A: We agreed we are all autonomous learner now in a sense that we chose to study here, although we sometimes find it difficult to make our own decisions (e.g. choosing elective modules).
Q: As a teacher, have you ever introduced activities to encourage your learners to develop greater autonomy? What?
A1: Canan taught in a preparatory school (a school for students to prepare for studying in a university) in Cyprus. There once she did not provide students with data for discussion, and asked them to go ask questions to African students about how they think about restaurants in the university. The students found it challenging, but they learned a lot from the exercise.
A2:Ellen taught secondary students in Korea. She made comprehension checklist for English listening, and asked students to assess their achievement.
28/01/2010
Learning Circle Task week 1
Members: Abduljabbar, Canan, Ellen, Michael, Mustafa, and Tomo (Secretary).
Q: Were there any concepts/ideas you found new, difficult to follow, or want to follow up or clarify? What?
A1: The idea that politics can affect learner autonomy was relatively new and difficult for us, but we found it can once we started discussion. For example:
Governments can decide when students start learning English. If students
start studying it before they learn learner autonomy, their English learning
might not be successful. Furthermore, they may lose chance to learn their own culture.
A2:The point we wanted to clarify was:
Is the political version of autonomy a stage after the psychological version of
autonomy? Or is it an approach to be developed together with the psychological version?
How can be materials be evaluated in terms of autonomy? Are there any more
or less helpful materials in terms of learner autonomy or not?
Q: As a learner, how autonomous do you think you were/are? Why?
A: We agreed we are all autonomous learner now in a sense that we chose to study here, although we sometimes find it difficult to make our own decisions (e.g. choosing elective modules).
Q: As a teacher, have you ever introduced activities to encourage your learners to develop greater autonomy? What?
A1: Canan taught in a preparatory school (a school for students to prepare for studying in a university) in Cyprus. There once she did not provide students with data for discussion, and asked them to go ask questions to African students about how they think about restaurants in the university. The students found it challenging, but they learned a lot from the exercise.
A2:Ellen taught secondary students in Korea. She made comprehension checklist for English listening, and asked students to assess their achievement.
Monday, 1 February 2010
Nancy Group
Hi
I use the ways of learning that you mentioned in your post. However, I would like to ask, Is not that consider to be a kind of reliance on the others when we use their production. what I would like to say is , Are not we relying subconsciously on the others? I Believe that we do adopt their way and somehow get effected and driven by their objectives. Therefore, we cannot say that we are totally autonomous,but somehow autonomous.
best,
I use the ways of learning that you mentioned in your post. However, I would like to ask, Is not that consider to be a kind of reliance on the others when we use their production. what I would like to say is , Are not we relying subconsciously on the others? I Believe that we do adopt their way and somehow get effected and driven by their objectives. Therefore, we cannot say that we are totally autonomous,but somehow autonomous.
best,
A question for TOMOs group
Tomo I liked your summary, it is organized and to the point. However, there is one point I’m not too sure about. When you write:
Governments can decide when students start learning English. If students start studying it before they learn learner autonomy, their English learning might not be successful. Furthermore, they may lose chance to learn their own culture.
If students are not aware of their skills and autonomous behaviours, will they not be successful language learners? Or do you feel the government should introduce autonomy when students start learning English?
Governments can decide when students start learning English. If students start studying it before they learn learner autonomy, their English learning might not be successful. Furthermore, they may lose chance to learn their own culture.
If students are not aware of their skills and autonomous behaviours, will they not be successful language learners? Or do you feel the government should introduce autonomy when students start learning English?
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