Posted on

STUDY ON THE TECHNIQUES IN PROMOTING LEARNER AUTONOMY

To analyze the consequences of pupil ‘s duty for their ain acquisition and techniques in advancing scholar liberty at South East European University is the involvement of this project. It will concentrate on the techniques that instructors use to further learner liberty and how good pupils control their ain acquisition. The research will be done through a questionnaire where pupils will be take parting, by questioning instructors and pupils, and take parting in scholar records.

This survey will try to reply the undermentioned research inquiries:

What strategies pupils use when larning independently?

What techniques are used by instructors of English to advance scholar liberty?

Are there any differences in the usage of techniques that instructors of South East European University apply?

Qualitative and quantitative methods will be used for analysing the information. The methods will be used to set up the manner pupils organize their ain acquisition and the effectual techniques in advancing scholar liberty. The survey will besides compare the consequences of this research.

1.0 Introduction

Learner Autonomy is one of the most of import elements in larning a foreign linguistic communication. However, many EFL scholars with different beliefs, attitudes, and motives, or they do non desire to take duty for their ain acquisition. Teachers should cover with these issues by prosecuting pupils with effectual activities, or happen successful ways in advancing scholar liberty.

There are many techniques and schemes that would assist scholars become independent. Students should be able to place their schemes and go responsible for their ain acquisition.

The ground for taking this subject is that scholars need to experience free in their ain acquisition, to take charge of what they do, and non to depend ever on the instructor refering acquisition. Autonomous scholars are motivated and they are good linguistic communication scholars. The cognition that scholars get in the schoolroom, can be freely applied outside the schoolroom. The intent of this survey is to analyse several techniques that instructors at South East European University use in advancing scholar liberty. Besides, to calculate out how good pupils manage their ain acquisition and their attitude towards liberty. Nevertheless, the consequences will be discussed and analyzed in item.

Research Purposes

The general purpose of this research is to research effectual techniques in advancing scholar liberty and how good pupils control their ain acquisition at South East European University. At the same clip, the research will seek to analyze the degree of the liberty that pupils posses. The probe of this research will be done through a questionnaire, interviews and learner study.

The major aims of this survey are:

To place the techniques that instructors use in advancing scholar liberty.

To analyse the acquisition strategies the pupils use.

To hold a clear image of the effectual techniques, and to compare them.

To urge the most appropriate techniques of how to further learner liberty and to measure the most utile acquisition schemes for people of different English degrees.

2.0 Literature Review

Harmonizing to Jeremy Harmer ( 2007 ) , it is possible that some scholars will be acute to take the duty for what they do. When instructors train the scholars to be independent, they need to offer them picks in larning schemes. This writer states that “ What may experience appropriate from the instructor ‘s point of position may non look so appropriate for pupils. What is appropriate for one pupil may non be appropriate for all ” ( Harmer, 2007: 396 ) . Therefore, instructors should be patient plenty when they help their pupils become independent, because they can non go independent scholars instantly.

Jeremy Harmer ( 2007: 100-104 ) suggests five distinguishable phases that instructors should take into consideration if they want their scholars to be independent, such as:

Affect- is concerned with pupils ‘ feelings.

Achievement- nil motivates like success.

Attitude- pupils need to hold assurance in their professional abilities.

Activities- pupils ‘ motive is when they enjoy making things.

Agency- when pupils have bureau, they take some duty for their acquisition.

Leaver, Ehrman, and Shekhtman ( 2005:210 ) indicate that among the most of import figures in the growing of larning liberty is the instructor. They believe that “ Merely every bit good parenting allows dependance when it is appropriate for a kid but encourages independency when the kid is ready, so a good instructor provides support as it is needed and Lashkar-e-Taibas go when the pupil is ready to “ wing solo ” . The writers besides consider the research conducted by Oxford ( 1990 ) , one of the most widely used taxonomies. Their research led to spliting the acquisition schemes into six classs: Cognitive, Metacognitive, Affective, Social, Compensation, and Memory ( Leaver, Ehrman, & A ; Shekhtman, 2005: 246-247 ) .

Rod Ellis ( 1997 ) portions some of the same acquisition schemes. This writer besides suggests that pupils can be behavioural ( for illustration reiterating new words aloud to assist the scholars retrieve them ) or they can be mental ( for illustration by utilizing the lingual context to deduce the significance of a new word ) . Additionally, Ellis has pointed out that instructors have to look into the pupils to happen out the schemes that worked for them ( Ellis, 1997: 77 ) .

Scharle and Szabo ( 2000 ) offer some activities in order to assist scholars recognize new ways of acquisition. The first group of activities ‘Finding out about your pupils ‘ lineations several techniques of garnering informations about the pupil ‘s cognition and attitude. Activities in the 2nd group ‘Motivation ‘ purpose to actuate the pupils by stressing accomplishments and cognition they already possess. Following, ‘learning schemes ‘ can assist scholars in their acquisition, to believe in their pick of schemes, and to recognize what works best for them. ‘Community constructing ‘ consists of activities that will assist scholars collaborate with others in brace and group work. Last but non least, in ‘Self-monitoring ‘ instructors can happen some illustrations of how to acquire the pupils think about their acquisition manners, and do them aware that non everyone has the same penchants of schemes ( Scharle & A ; Szabo, 2000: 15-47 ) .

3.0 Previous Studies and Research

Many surveies have been done on scholar liberty. Research workers have applied the techniques and the consequences of the surveies refering scholar liberty.

Balcikanli ( 2008 ) in his survey focused on furthering scholar liberty in EFL schoolrooms. The survey was conducted with two categories, as experimental and control group, each of which consists of 20 EFL scholars from Ankara. A questionnaire, made up of three parts, was distributed to both groups so as to happen out the degree of the liberty they possessed. The consequences from both groups were gathered and analyzed by the usage of pupils and mated sample t-test to uncover whether any alteration would be between the two groups. Then, statistical consequences were analyzed and interpreted. The consequences showed that the scholars in the experimental group showed a stronger attitude towards liberty than the control group did.

Wei ( 2008 ) conducted a survey with 2nd twelvemonth EFL pupils from Guangdong Pharmaceutical University. The participants were 64 pupils as the experimental group and 64 pupils as the control group. The research worker of this survey investigated the consequence that metacognitive consciousness preparation has on the development of scholar liberty. In order to happen out how good pupils control their ain acquisition behaviour, the research worker designed a questionnaire administered to both groups of pupils. The questionnaire is made up of 30 points refering different factors of linguistic communication acquisition and scholar liberty. The consequences of the survey showed that in the experimental group most pupils have a responsible attitude towards their ain acquisition. Relatively, the control group shows small duty in their acquisition.

Chuk ( 2004 ) in her survey examined effectual ways in advancing scholar liberty in the EFL schoolroom. The participants were 18 EFL pupils of Diploma One Drama. Data was collected through group treatments, unwritten presentations in category, learner diary records, and the teacher-researcher ‘s journal. The research worker used several schoolroom activities to look into the scholars ‘ potency. The consequences of this survey showed that the pupils developed their metacognitive consciousness. Both the scholars and the instructor became more independent. The research worker believes that learner liberty and teacher liberty can be promoted through Exploratory Practice.

Research Hypothesiss

H1. Raising pupils ‘ consciousness of effectual acquisition schemes will assist them supervise their ain acquisition.

H2. Students who are motivated tend to more volitionally pull off their ain acquisition than those who are non motivated.

H3. If instructors offer the appropriate techniques in advancing scholar liberty, so pupils will go independent in their acquisition.

4.0 Research Design and Methodology

Data Gathering Procedure

This present survey will do usage of implementing processs to accomplish the intent of this survey:

4.1 Participants

The participants in this survey are EFL pupils from South East European University. The entire figure of SEEU pupils that will be involved in this survey is 100. The age of the participants is from 19 to 23. They belong to different cultural group such as: Albanians, Macedonians, and Turkish. The participants are both males and females.

4.2 Methods

The first method for roll uping informations is interview. Using student interviews in order to happen out more information related to learner liberty, pupil ‘s attitudes, and feelings of being an independent scholar. Using teacher interviews to happen out their place refering learner liberty every bit good as the techniques they use to advance learner liberty.

The 2nd method is a pupil questionnaire in order to place countries of concern or attack sing learner liberty. The instructions will be given to the participants in order to understand the intent of the questionnaire.

The 3rd method is learner record. Learner record is an single activity for personal development and it will function as a record for pupils to analyse their advancement as they proceed through the class.

Tables, charts, and figures will be included in the research paper along with questionnaire information, scholar record information, and interviews obtained from pupils and instructors.

4.3 Procedure

Students will be interviewed in order to obtain general information related to learner liberty. Besides, instructors will be interviewed so that we find out their attitude towards learner autonomy. We will explicate to the participants the intent of the interview.

Afterwards, questionnaires will be distributed to the participants and everything will be explained in item.

Finally, there will be a scholar record and the pupils will portion thoughts of what they have learnt. It will be explained to them the intent of this activity.

Analysis of Datas

In the procedure of probe there will be the usage of some methods, which will assist in the information aggregation. Data analysis will hopefully demo the usage of techniques that instructors use to advance scholar liberty and to assist pupils pull off their ain acquisition. This research undertaking is a combination of both methods of research, qualitative and quantitative. Since the research is by and large descriptive, there is improbable to be excessively much information that will necessitate statistical analysis. The qualitative method explains the information obtained from the interviews, questionnaires, or scholar records. Furthermore, the quantitative method will be used to analyse statistically the informations obtained from the participants.

Interpretation of Findings / Results

The survey will uncover the scholars ‘ duty for their acquisition, and demo different ways that would assist pupils go independent. Besides, a description of the techniques that instructors use to advance learner liberty will be presented in the survey. Another portion of the survey will incorporate the replies from scholars ‘ and instructors ‘ interviews and questionnaire consequences. The concluding comparing will be made in order to set up whether there are similarities or differences in techniques that instructors use to advance learner liberty.

Master Thesis Content:

Table OF CONTENTSaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

List OF FIGURESaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

List OF TABLESaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

ACKNOWLEDGMENTSaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

ABSTRACTaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

Chapter I: Introduction AND OVERVIEWaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Background of the Studyaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

Significance and Purpose of the Studyaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

Purposes and Aims of the Studyaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

Research Questionaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Description of Thesis Organizationaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

Conclusionaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

Chapter II: Reappraisal OF THE LITERATUREaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ … .

Learner Training and Learner Autonomyaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Promoting Autonomyaˆ¦ … … … … … … … … … … … … … … … … … .. .

Motivationaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

The Motivation Angel aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Teacher ‘s Roles in Promoting Learner Autonomyaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

Learning Strategiesaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Raising Awarenessaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

Conclusionaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

Chapter Three: Recent STUDIES ON TEACHING/LEARNING VOCABULARYaˆ¦aˆ¦aˆ¦aˆ¦ .

3.1 Cem Balcikanli ( 2008 ) aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ … … … .

3.2 Chen Wei ( 2008 ) aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

3.3 Joanne Yim Ping Chuk ( 2004 ) aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Chapter IV: RESEARCH METHODOLOGY

4.1 Purpose of Studyaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

4.2 Research Questionsaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

4.3 Research Hypothesis… aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

4.4 Research Design and Methodologyaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

4.4.1 Participantsaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

4.4.2 Materialsaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

4.4.3 Proceduresaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

4.4.4 Instrumentsaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

Chapter V: Analysis OF RESULTS AND DISCUSSIONSaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

5.1 Students ‘ Questionnaireaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

5.1.1 Analysis of the Results of Students ‘ Questionnaireaˆ¦aˆ¦ .

5.2 Teachers ‘ Questionnaireaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

5.2.1 Analysis of the Results of Teachers ‘ Questionnaire at South East

European University ( SEEU ) aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

5.3 Learner Recordaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

5.3.1 Analysis of the Results Obtained from Learner Record.aˆ¦ .

5.4 Comparison of Resultsaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦

Chapter VI: CONCLUSIONS AND RECOMMENDATIONSaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ .

Chapter VII: Restriction OF STUDYaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

REFERENCESaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦..

APPENDICESaˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦aˆ¦ …

Leave a Reply

Your email address will not be published.