Six Korean College Students' Practice of Autonomous Language Learning
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This action research study aims to present how six Korean college students practiced autonomous English learning while they were taking a 15-week English class led by a Korean teacher-researcher. She actively helped her students develop their autonomy in the following ways: She shared her personal experiences as an English learner and instructor using English only at class; She used autonomy-fostering games at class; She asked them to teach English outside class; She designed and managed an Internet discussion forum to facilitate English learning outside class. Following are data- collection sources: an autonomy-measuring instrument, an Internet forum discussion, the informants’ English- learning journals and reports, the researcher’s class observation reports. Two major findings emerged: Three initially-active students became more autonomous as they consciously and consistently expanded their English-learning chances; Three initially- less-active students became more active as they put their ideas into action slowly but steadily. The current study helps us better understand what learner autonomy means with college students in practical terms in Korean English-education settings.
Abstract
This action research study aims to present how six Korean college students practiced autonomous English learning while they were taking a 15-week English class led by a Korean teacher-researcher. She actively helped her students develop their autonomy in the following ways: She shared her personal experiences as an English learner and instructor using English only at class; She used autonomy-fostering games at class; She asked them to teach English outside class; She designed and managed an Internet discussion forum to facilitate English learning outside class. Following are data- collection sources: an autonomy-measuring instrument, an Internet forum discussion, the informants’ English- learning journals and reports, the researcher’s class observation reports. Two major findings emerged: Three initially-active students became more autonomous as they consciously and consistently expanded their English-learning chances; Three initially- less-active students became more active as they put their ideas into action slowly but steadily. The current study helps us better understand what learner autonomy means with college students in practical terms in Korean English-education settings.
참고문헌 (25)
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