Autonomy in External Learning: Developing Learner´s Ability ......Autonomy in External Learning:...
Transcript of Autonomy in External Learning: Developing Learner´s Ability ......Autonomy in External Learning:...
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Autonomy in External Learning: Autonomy in External Learning: Developing Learner´s Ability to Developing Learner´s Ability to
Choose and Use Study MaterialsChoose and Use Study Materials
Ralph L. RoseRalph L. RoseCenter for English Education in Science and EngineeringCenter for English Education in Science and EngineeringWaseda University; Tokyo, JapanWaseda University; Tokyo, Japan
ICC Annual ConferenceICC Annual ConferenceHamburg, GermanyHamburg, GermanyMarch 19-20, 2010March 19-20, 2010
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IntroductionIntroduction
● Internet is rich source of study materialsInternet is rich source of study materials– Too rich?Too rich?
● Do learners know how to choose materials?Do learners know how to choose materials?● Do learners know how to use materials?Do learners know how to use materials?
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OverviewOverview
● BackgroundBackground– Learner autonomy in Internal and External learningLearner autonomy in Internal and External learning
● Classroom ApproachClassroom Approach– Comprehension courseComprehension course– Students as teachersStudents as teachers
● Materials selectionMaterials selection– TeachersTeachers– StudentsStudents
● DiscussionDiscussion
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Learner AutonomyLearner Autonomy
● ““Autonomy is … the ability to take charge of one's own Autonomy is … the ability to take charge of one's own learning.” (Holec, 1981, p. 3)learning.” (Holec, 1981, p. 3)
● Crucially involves …Crucially involves …– Determining goalsDetermining goals– Deciding how to reach the goalsDeciding how to reach the goals– Measuring progressMeasuring progress
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Levels of Learner AutonomyLevels of Learner Autonomy
1.1.AwarenessAwareness: Learners become aware of learning goals.: Learners become aware of learning goals.
2.2. InvolvementInvolvement: Learners get involved in choosing their : Learners get involved in choosing their goals.goals.
3.3. InterventionIntervention: Learners intervene in their learning : Learners intervene in their learning program.program.
4.4.CreationCreation: Learners create their own learning goals.: Learners create their own learning goals.
5.5.TranscendenceTranscendence: Learners link their classroom learning : Learners link their classroom learning to the outside world.to the outside world.
(From Nunan, 1997)
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Learner Autonomy - InsideLearner Autonomy - Inside
● Emphasis on collaboration and negotiation in Emphasis on collaboration and negotiation in autonomy research in 1990s (Benson, 2001)autonomy research in 1990s (Benson, 2001)
● ExamplesExamples– Self-access centersSelf-access centers– Learner development (i.e., strategy training)Learner development (i.e., strategy training)– CALLCALL
● 1990s research focused on autonomy in the 1990s research focused on autonomy in the educational context.educational context.
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Learner Autonomy - OutsideLearner Autonomy - Outside
● In 2000s, call for more attention to learner autonomy In 2000s, call for more attention to learner autonomy outside the educational contextoutside the educational context– ““Continuing learning” (Harmer, 2001)Continuing learning” (Harmer, 2001)– ““External learning” (Field, 2007)External learning” (Field, 2007)
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Classroom ApproachClassroom Approach
● ContextContext– University of TokyoUniversity of Tokyo– Comprehension courseComprehension course– CompulsoryCompulsory
● ObjectivesObjectives– Improve students' listening comprehension skills.Improve students' listening comprehension skills.– Prepare students for future independent study of EnglishPrepare students for future independent study of English
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Classroom ApproachClassroom Approach
● First half of courseFirst half of course– Teacher-directedTeacher-directed– Comprehension practice with one material each lessonComprehension practice with one material each lesson
● Second half of courseSecond half of course– Student-directed (in groups)Student-directed (in groups)– Each group chooses one material and presents lesson to Each group chooses one material and presents lesson to
classmates.classmates.
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Structure of Group ProjectsStructure of Group Projects
● Instructor gives instructions about how toInstructor gives instructions about how toorganize an effective comprehension lesson.organize an effective comprehension lesson.
● Groups choose A/V material on Internet andGroups choose A/V material on Internet andreport to instructor. Instructor gives feedback.report to instructor. Instructor gives feedback.
● Groups develop lesson plan and submit toGroups develop lesson plan and submit toinstructor. Instructor gives feedback.instructor. Instructor gives feedback.
● Groups teach their lesson.Groups teach their lesson.● Groups prepare a review quiz and submitGroups prepare a review quiz and submit
to instructor.to instructor.● Class takes review quiz in following week.Class takes review quiz in following week.
AwarenessInvolvementIntervention
CreationTranscendance
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SurveySurvey
● ObjectivesObjectives– Gauge students' perception of the development of their Gauge students' perception of the development of their
ability to engage in independent studyability to engage in independent study– Measure importance that students place on various factors Measure importance that students place on various factors
in choosing materials for independent study.in choosing materials for independent study.● Given after completion of all group projectsGiven after completion of all group projects● StructureStructure– Likert-scale questionsLikert-scale questions– Fixed-response questionsFixed-response questions
● Respondents: n=64Respondents: n=64
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ResultsResults
The group The group project was project was useful.useful.
The group The group project was project was enjoyable.enjoyable.
Teaching Teaching my my classmates classmates was a good was a good experience.experience.
Receiving a Receiving a lesson from lesson from my my classmates classmates was a good was a good experience.experience.
stronglystronglyagreeagree
slightlyslightlyagreeagree
slightlyslightlydisagreedisagree
stronglystronglydisagreedisagree
t(63)=5.9t(63)=5.9p
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ResultsResults
My listening comprehension ability improved.
My knowledge of how to study English using the Internet increased.
I got some ideas about how to be an independent language learner.
stronglyagree
slightlyagree
slightlydisagree
stronglydisagree
t(63)=4.4p
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ResultsResults
My motivation to do independent study of English increased.
My motivation to do ind. study of another language increased.
My motivation to do ind. study of another topic increased.
stronglyagree
slightlyagree
slightlydisagree
stronglydisagree
t(63)=3.3p
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SummarySummary
● Students become more autonomous learners.Students become more autonomous learners.● Students are aware of their own autonomy.Students are aware of their own autonomy.● Autonomy in language learning does not necessarily Autonomy in language learning does not necessarily
engender autonomy more widely.engender autonomy more widely.● As autonomous learners, how do students choose As autonomous learners, how do students choose
materials?materials?– Which selection criteria are most important?Which selection criteria are most important?– How do they judge each criterion?How do they judge each criterion?
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Materials Selection CriteriaMaterials Selection Criteria
● LengthLength● Visual supportVisual support● DifficultyDifficulty● TopicTopic● GenreGenre● Text PurposeText Purpose
● PopularityPopularity● No. of speakersNo. of speakers● Background knowledgeBackground knowledge● Speaker accentSpeaker accent● Speaker attitudeSpeaker attitude● Speaker speedSpeaker speed
(Adapted from Arcario 1992, Burt 1999)
1. Which criteria are most important?2. For each criterion, what is the rangeof options and which is optimal?
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ResultsResults
length
visua
l sup
port
diffic
ulty
topic
genre
text p
urpos
e
popu
larity
no. o
f spe
akers
bkgd
know
ledge
spkr
acce
nt
spkr
attitu
de
spkr
spee
d
veryimportant
ratherimportant
a littleimportant
not importantat all
t(63)=1.0n.s.
t(63)=2.7p
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Relative Importance of FactorsRelative Importance of Factors
● Important to most studentsImportant to most students– Difficulty, speaker speed, visual support, topicDifficulty, speaker speed, visual support, topic
● Important to some, not to othersImportant to some, not to others– Length, genre, text purpose, background knowledge, Length, genre, text purpose, background knowledge,
speaker accentspeaker accent● Not important to most studentsNot important to most students– Popularity, No. of speakers, speaker attitudePopularity, No. of speakers, speaker attitude
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DifficultyDifficulty
● Important factor to most Important factor to most studentsstudents
● Students want to work Students want to work with materials that are a with materials that are a little challenging.little challenging.– n+1 (!)n+1 (!)– Gaps for noticingGaps for noticing
very
easy
a littl
e eas
y
just m
y abil
ity
a littl
e diffi
cult
very
diffic
ult
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
χ2(5) = 91.8, p
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Visual SupportVisual Support
● Important factor to most Important factor to most studentsstudents
● Students want to see the Students want to see the speakerspeaker– Mouth, for linguistic Mouth, for linguistic
supportsupport– Face and body, for Face and body, for
discourse pragmatic discourse pragmatic supportsupport
audio
only
slide
show
narra
ted vi
deo
spea
ker in
vide
o
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
70%
χ2(4) = 69.5, p
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TopicTopic
● Important factor to most Important factor to most studentsstudents
● ““Interest” is not the Interest” is not the relevant factor in topic relevant factor in topic choice?choice?– Academic relevance?Academic relevance?– Current relevance?Current relevance?– other?other?
in my
inter
est
not in
my i
nteres
t
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
70%
80%
χ2(2) = 43.9, p
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Speaker SpeedSpeaker Speed
● Important factor to most Important factor to most studentsstudents
● Students seem to be Students seem to be particularly frustrated by particularly frustrated by fast speakers.fast speakers.– Comprehension errors Comprehension errors
and gaps compound and gaps compound rapidly.rapidly.
– Students give up soon.Students give up soon.
very
slow
a littl
e slow
norm
al
a littl
e fas
t
very
fast
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
70%
χ2(5) = 87.4, p
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LengthLength
● Important factor to some Important factor to some students, not othersstudents, not others
< 2 m
ins
2-5 m
ins
5-10 m
ins
> 10 m
ins
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
70%
80%
χ2(4) = 93.2, p
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GenreGenre
● Important factor to some Important factor to some students, not othersstudents, not others
news
docu
menta
rysto
ry
educ
ation
aloth
er
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
70%
χ2(5) = 86.4, p
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Text PurposeText Purpose
● Important factor to some Important factor to some students, not othersstudents, not others
inform
enter
tain
persu
ade
educ
ate (E
ng.)
other
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
χ2(5) = 51.3, p
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Background KnowledgeBackground Knowledge
● Important factor to some Important factor to some students, not othersstudents, not others
none
a littl
eso
me a lot
no pr
ef.0%
10%
20%
30%
40%
50%
60%
χ2(4) = 47.8, p
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Speaker AccentSpeaker Accent
● Important factor to some Important factor to some students, not othersstudents, not others
US/C
anad
a UK
Austr
alia
New
Zeala
nd
Irelan
d/Sco
tland
South
Afric
aoth
er
no pr
eferen
ce0%
10%
20%
30%
40%
50%
60%
70%
χ2(7) = 120.7, p
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PopularityPopularity
● Not important to most Not important to most studentsstudents
● Surprising result for Surprising result for young peopleyoung people
popu
l,ar
not p
opula
r but
familia
r
no pr
eferen
ce0%
10%20%30%40%50%60%70%
χ2(2) = 29.0, π
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Number of SpeakersNumber of Speakers
● Not important to most Not important to most studentsstudents
1 spe
aker
2 spe
akers
1 main
spea
ker
>2 sp
eake
rs
no pr
eferen
ce0%
5%
10%
15%
20%
25%
30%
35%
χ2(4) = 9.7, p
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Speaker AttitudeSpeaker Attitude
● Not important to most Not important to most studentsstudents
norm
al
aggre
ssive
soft-s
poke
nva
ried
0%
5%
10%
15%
20%
25%
30%
35%
χ2(3) = 4.6, n.s.
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Fostering AutonomyFostering Autonomy
Benson (2001)Benson (2001)● How does this practice help learners take greater How does this practice help learners take greater
control over their learning?control over their learning?– Opportunities for controlOpportunities for control– Enable learnersEnable learners
● How does the practice improve language learning?How does the practice improve language learning?– ProficiencyProficiency– More effective language learnersMore effective language learners
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DiscussionDiscussion
● What questions, comments, or suggestions do you What questions, comments, or suggestions do you have about the present research?have about the present research?
● What experiences or observations about What experiences or observations about (un)successful practices to promote learner autonomy (un)successful practices to promote learner autonomy do you have?do you have?
● How can we go about assessing autonomy in a How can we go about assessing autonomy in a reliable or objective manner?reliable or objective manner?
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ReferencesReferencesP. Arcario, Criteria for Selecting Video Materials. In S. Stempleski and P. Arcario, Eds.
Video in Second Language Teaching: Using, Selecting, and Producing Video for the Classroom, pp. 109-121, TESOL, 1992.
P. Benson, Teaching and Researching Autonomy in Language Learning. London: Longman, 2001.
Burt, Using Videos with Adult English Language Learners, 1999.J. Field, “Looking outwards, not inwards,” ELT Journal, Vol. 61, No. 1, pp. 30-38, 2007.H. Holec, Autonomy and Foreign Language Learning. Strasbourg: Council of Europe,
1979.J. Harmer, The Practice of English Language Teaching, 3rd Edition, London: Longman,
2001.D. Nunan, Designing and Adapting Materials to Encourage Learner Autonomy. In P.
Benson and P. Voller, Eds. Autonomy and Independence in Language Learning, pp. 192-203, London: Longman, 1997.