Studies in Self-Access Learning Journal最新文献

Shadow Education in Hong Kong: An Insight From Local Private Tutors 香港的影子教育:来自本地私人教师的见解

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Studies in Self-Access Learning Journal Pub Date : 2023-12-30 DOI: 10.37237/130402

Richard Ching Ho Cheng

{"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}

引用次数: 0

Book Review: Self-Regulated Learning and Second Language Writing, Springer 2022 书评：自我调节学习与第二语言写作》，施普林格出版社 2022 年版

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Studies in Self-Access Learning Journal Pub Date : 2023-12-20 DOI: 10.37237/140408

Candradewi Wahyu Anggraen, Januarius Mujiyanto, Katharina Rustipa, Widhiyanto Widhiyanto

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An Overview of Web Assisted Learning and Teaching of Tamil (WALTT) at the Penn Language Center 宾夕法尼亚大学语言中心泰米尔语网络辅助学习与教学（WALTT）概述

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Studies in Self-Access Learning Journal Pub Date : 2023-12-19 DOI: 10.37237/140407

D. Maheswari

引用次数: 0

Exploring the Effects of Digital Storytelling in Omani EFL Students’ Self-Directed Learning, Motivation, and Vocabulary Improvements 探索数字故事对阿曼 EFL 学生自主学习、学习动机和词汇量提高的影响

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Studies in Self-Access Learning Journal Pub Date : 2023-12-19 DOI: 10.37237/140402

Ali Al Ghaithi, Behnam Behforouz, Abdullah Khalid Al Balushi

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Fostering Self-Assessment in English Learning with a Generative AI Platform: A Case of Quizizz AI 利用生成式人工智能平台促进英语学习中的自我评估：Quizizz AI 案例

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Studies in Self-Access Learning Journal Pub Date : 2023-12-19 DOI: 10.37237/140406

K. Anggoro, Damar Isti Pratiwi

{"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}

引用次数: 0

Student Perceptions of Language Advising as a Complement to the Flipped Classroom 学生对作为翻转课堂补充的语文辅导的看法

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Studies in Self-Access Learning Journal Pub Date : 2023-12-19 DOI: 10.37237/140403

Danica Anna D. Guban-Caisido

引用次数: 0

The Impact of the FlipGrid Application Within the Genre-Based Framework on Students’ Writing Skills and Self-Regulation of Learning Awareness 基于体裁的框架内的 FlipGrid 应用程序对学生写作能力和自我调节学习意识的影响

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Studies in Self-Access Learning Journal Pub Date : 2023-12-19 DOI: 10.37237/140404

Roderick Julian Robillos

{"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}

引用次数: 0

Familiarity and Self-Perceived Competence to Communicate in a Second Language 用第二语言进行交流的熟悉程度和自我感觉能力

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Studies in Self-Access Learning Journal Pub Date : 2023-12-19 DOI: 10.37237/140405

L. Olobia

引用次数: 0

Picking Through Our Baggage: A Duoethnography of Japanese L2 Learning 整理我们的包袱:日语第二语言学习的多民族志

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/1403007

Phillip A. Bennett, Daniel Hooper

{"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}

引用次数: 0

Computer-Assisted Autonomous Linguistic Learning: A Novel Approach to Second Language Expertise 计算机辅助自主语言学习:学习第二语言的新途径

Studies in Self-Access Learning Journal Pub Date : 2023-09-19 DOI: 10.37237/140306

Eda Başak Hancı-Azizoglu, Ersen Vural

{"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}

引用次数: 0