Studies in Self-Access Learning Journal最新文献_第4页

Nearpod Slides to Enhance Students’ Self-Study Nearpod幻灯片提高学生的自学能力

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Studies in Self-Access Learning Journal Pub Date : 2022-12-31 DOI: 10.37237/130405

K. Anggoro, U. Khasanah, Nicola Milnes

引用次数: 2

EAL Student Capability: Taking a Leap Through the Dragon’s Gate EAL学生能力：跨越龙门

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Studies in Self-Access Learning Journal Pub Date : 2022-12-31 DOI: 10.37237/130403

Kerstin Dofs

引用次数: 0

Introduction 介绍

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Studies in Self-Access Learning Journal Pub Date : 2022-12-30 DOI: 10.37237/130401

J. Mynard

引用次数: 0

A Critical History of Autonomous Language Learning: Exposing the Institutional and Structural Resistance Against Methodological Innovation in Language Education 自主语言学习的批判史：揭示语言教育中对方法创新的制度和结构阻力

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Studies in Self-Access Learning Journal Pub Date : 2022-09-29 DOI: 10.37237/130303

Santiago Betancor-Falcon

引用次数: 2

Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners 考克斯黑德学术词汇表对自学学习者的意义研究

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Studies in Self-Access Learning Journal Pub Date : 2022-09-29 DOI: 10.37237/130305

T. Wangdi, Ringphami Shimray

{"title":"Investigating the Significance of Coxhead’s Academic Word List for Self-Access Learners","authors":"T. Wangdi, Ringphami Shimray","doi":"10.37237/130305","DOIUrl":"https://doi.org/10.37237/130305","url":null,"abstract":"The present study explored Thai EFL university students’ perceived benefits of self-learning Coxhead’s Academic Word List (AWL) (Coxhead, 2000) on their academic communicative skills and whether or not it should be incorporated into academic textbooks. The study employed a mixed-method design. A survey questionnaire and semi-structured interviews were used to collect the data. The result revealed that the majority of the participants held positive attitudes toward learning Coxhead’s AWL on their own. They agreed that Coxhead’s AWL helped them to enhance their receptive and productive academic communicative skills. Participants also acknowledged that incorporating Coxhead’s AWL into the academic textbook might help EFL university learners in various ways, particularly to improve their academic reading, listening, writing, and speaking abilities. In conclusion, although this study provides no empirical evidence of how knowledge of AWL helps improve students’ academic communicative skills, the study provides some practical guidelines for self-access contexts, a theoretical basis on how AWL is viewed by EFL university students along with a new direction to future research. \u0000Keywords: Coxhead’s (2000) AWL, self-access learners, academic words, receptive and productive skills, Thai EFL","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48617202","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: 1

What do Chinese Learners of English Want from a University Writing Centre? A Chinese Tertiary Student’s Views on Writing Centre Peer Tutoring 中国英语学习者想从大学写作中心得到什么？一位中国大学生对写作中心同伴辅导的看法

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Studies in Self-Access Learning Journal Pub Date : 2022-09-29 DOI: 10.37237/130306

Y. Kwan

{"title":"What do Chinese Learners of English Want from a University Writing Centre? A Chinese Tertiary Student’s Views on Writing Centre Peer Tutoring","authors":"Y. Kwan","doi":"10.37237/130306","DOIUrl":"https://doi.org/10.37237/130306","url":null,"abstract":"Tutees are important people in university writing centres, yet their voices, especially what Chinese tutees think about peer writing tutoring, have tended to be largely overlooked in the writing centre scholarship. Adding to this under-researched area, this article reports on an interview with a Chinese tertiary learner of English who shared her views on writing centre peer tutoring. Through thematic content analysis, three core themes were identified: writing centre peer tutoring as an activity for the give-and-take of formative feedback on writing, the tutee’s desire for professional directive guidance, and her perceived role of agenda-setting in ensuring tutoring quality. The implication for writing centre peer tutoring is that tutees may have their idiosyncratic preferences for tutoring strategies which may or may not align with the recommendations in writing centre handbooks and the general literature on teaching and learning. It is hoped that this article will stimulate future scholarly work on tutees’ expectations and perspectives on peer writing tutoring, which can inform writing centre training and tutoring.\u0000\u0000Keywords: EFL writers, peer-tutoring, student perceptions, tutorial success, writing centre","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48413437","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

Developing Learner Autonomy and Goal-Setting through Logbooks 通过日志培养学习者的自主性和目标设定

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Studies in Self-Access Learning Journal Pub Date : 2022-09-29 DOI: 10.37237/130304

Diane Raluy, Ramon Mislang

{"title":"Developing Learner Autonomy and Goal-Setting through Logbooks","authors":"Diane Raluy, Ramon Mislang","doi":"10.37237/130304","DOIUrl":"https://doi.org/10.37237/130304","url":null,"abstract":"From an earlier study undertaken by the researchers, data revealed that more than 90 percent of students thought making goals would help them achieve academic success in English. However, the lack of explicit instructions on goal setting in classrooms resulted in students making goals that were often too difficult to achieve. In addition, a system for helping students monitor and evaluate their goals through teacher and peer support appears to be absent in many educational contexts. To help students attain higher success with achieving goals, a system inspired by aspects of the GROW model (Whitmore, 2017) was created to support goal-setting activities. For 13 weeks, students drafted goals on Google docs and shared them with peers during classroom instruction. Classroom activities were implemented to help encourage peer support and exploration of goals inside the classroom. Outside of the classroom, Google docs provided a way for teachers to view students’ progress towards goals and a platform to offer advice and support where needed. Qualitative and quantitative data were collected from a pre-semester and post-semester survey. Results are intended to help advance methods for turning goal-setting tasks into an interactive feedback system. This system could play a valuable role in autonomous learning environments. \u0000\u0000Keywords: Goal-setting, Interactive Feedback System, Autonomous Learning, Logbooks, Collaborative Dialogue","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":"1 1","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41597481","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

Mobile-Assisted Language Learning Applications: Features and Characteristics from Users’ Perspectives 移动辅助语言学习应用：用户视角下的特点

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Studies in Self-Access Learning Journal Pub Date : 2022-09-22 DOI: 10.37237/130302

Mohammad Alnufaie

引用次数: 0

Concealing Identity Strategy: An Autonomous Chinese-Speaking Sojourner’s Linguistic and Social Involvements in a Religious Social Setting in the UK 隐藏身份策略：一位在英国宗教社会背景下讲汉语的学者的语言和社会参与

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Studies in Self-Access Learning Journal Pub Date : 2022-06-30 DOI: 10.37237/1302042

Xinyang Lu, Vanessa Mar-Molinero, V. Wright

{"title":"Concealing Identity Strategy: An Autonomous Chinese-Speaking Sojourner’s Linguistic and Social Involvements in a Religious Social Setting in the UK","authors":"Xinyang Lu, Vanessa Mar-Molinero, V. Wright","doi":"10.37237/1302042","DOIUrl":"https://doi.org/10.37237/1302042","url":null,"abstract":"This article reports on a case study that investigates how a successful Chinese sojourner exhibits learner autonomy through mediating agency, identity, and language learning strategies (LLS) to seek out affordances within a religious social setting in the UK. This study employs an ecological perspective and ethnographic methods through participant observation and interviews to identify a set of LLS employed by this sojourner to deal with language and socio-cultural issues in a complex ecosystem comprised of interacting human and non-human components within this social setting. The results predominantly show this sojourner exercises agency by utilizing the newly observed concealing identity strategy to hide his ‘atheist identity’ which is a self-perceived barrier to the setting. Employing this strategy mitigates this sojourner’s affective barrier to open access to the linguistic and non-linguistic affordances within the dynamic second language (L2) changing circumstance in this specific social place. This case study broadens the LLS research area by taking a socially-oriented perspective to investigate LLS in relation to socio-cultural and interactional abilities in real communicative L2 settings. Therefore, this study gives insights into how learner autonomy is socially mediated in a complex transnational world through the constructs of LLS, agency, and identity based on ecology theory.","PeriodicalId":43678,"journal":{"name":"Studies in Self-Access Learning Journal","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49297307","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

Introduction 介绍

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Studies in Self-Access Learning Journal Pub Date : 2022-03-29 DOI: 10.37237/130101

J. Mynard, H. Yamashita

引用次数: 0