A Meta-analysis of Learner Autonomy for Pedagogical Practices By Debjani Sarkar English and Foreign Languages University Hyderabad Email: debjanidivaa@gmail.com English and Foreign Languages University Hyderabad Mahlaqa Bai Chanda Hostel 500007 Abstract The teaching and learning of language has gained a dynamic impetus, across decades. Considering the trends of English Language Teaching, we can rightly assert
the progress in the field of autonomous language learning, Little (2007) argued, although there is increased interest towards autonomous language learning, it still is not a general feature among language learners on a bigger scale or among standard education and training. None of this means, of course, that autonomy is now a defining characteristic of language learners around the world; on the contrary the practical realization of language learner autonomy remains elusive (Little, 2007). Later, Miliander
Introduction Collaborative learning is not a relatively new concept. The awareness of the benefits that students could glean from mutual teaching dates back as early as the Roman Quintilian school in the 1st century AD, Britain in the early 1800’s and the United States in the 1970’s. It wasn’t until the 1980’s, that there has been a widespread use of cooperative learning as an educational strategy (Lv, 2014). The positive effects that cooperative learning has on academic achievement and motivation
Andragogy, the principles espoused by Malcolm Knowles as fundamental to adult learning remains the overarching theory that influences many adult education programs and differentiates the practice of teaching children from teaching adults. Knowles centers self-directedness, validation of experience, problem-based learning, intrinsic motivation, and readiness as paramount to successful learning outcomes in adults. Jane Vella elaborates on Knowles' principles with twelve (12) of her own founded on a
Introduction This journal discussed about how employability embedded within courses to prepare students for their transition into the world of work or postgraduate study, identifying the teaching and learning strategies employed (Graham, 2017). In this study assessed employability skills desired as the roles of work placement tutor from the perspectives of related groups such as university, students and employers. This paper described the methodology employed, results of the study and conclusions from
motivate their students and help them be more autonomous in their learning. They play games, solve riddles and tell jokes. The atmosphere in the classroom has changed and students are very eager to participate in the activities the teacher has prepared. My thesis is that riddles, jokes and other similar activities can be found in modern English coursebooks for Slovenian primary schools, in order to motivate students intrinsically in to learning
1. Introduction The role of the English language in the Greek state schools in general is considered to be secondary although it is generally agreed that the English language is important being an international language. The current attitude towards learning English in State schools is depressing as most of the learners learn the language in private language institutes in a more organised and exam- oriented way (Manolopoulou-Sergi, 2001). However, the subject imposed by the Ministry of education
2.1 Introduction The present chapter reviews the literature related to teachers' demotivation. The first section explains different kinds of motivation. In section two, motivational factors in L2 learning and teaching are discussed. The last section deals with demotivating factors in L2 learning and teaching which includes different matters regarding teachers' demotivation such as the migration, personality factors, working conditions , problems and salary of teachers. The last section deals
1.1. Introduction Unlike the traditional approaches of language learning, the recent ones are more interested in engaging learners for the sake of enhancing their communicative competencies. This chapter presents the historical background of the applications of the project work. We will provide an overview of project-based learning,including its origins, features, benefits, difficulties, and implementation. Then we will attempt to highlight the communicative competence concept, characteristics
In second language acquisition, it is a key tenet to explore how individual differences influence on students’ learning. There is no doubt that each person is different from each other in many ways and, of course, being different does not only mean having different learning styles, but also acquiring a foreign language differently. Consequently, individual differences have a strong impact on students’ language acquisition and their overall performance in school, being of crucial importance to take