Multimedia Application in the College Classroom for Autonomous Language Learning
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This paper reports on a study which investigated the beliefs about leaner autonomy of English teachers in Korea. The data was collected from the questionnaire which asks about teachers’ beliefs on learner autonomy at the tertiary level and the use of YouTube, the video clip, for autonomous language learning for EFL college students. It provides a teacher perspective on learner autonomy for successful language learning in general. The survey results taken from English teachers (n=128) in colleges yielded teachers’ beliefs about learner autonomy in general and their readiness to adopt Web 2.0 technologies for autonomy. The findings indicate that the key source of support for learner autonomy in the classroom is the teacher and that learner autonomy is a dynamic and motivating factor that influences language learning. Therefore, teachers should provide various activities to motivate students to learn a language, which affect the development of learner autonomy. This paper argues that it is necessary to find the extent of teachers’ readiness to adopt the changes in teacher roles which learner autonomy implies. It also discusses the beliefs reported by the teachers and considers the implications of these beliefs for future research and implementation into language classrooms.
Abstract
This paper reports on a study which investigated the beliefs about leaner autonomy of English teachers in Korea. The data was collected from the questionnaire which asks about teachers’ beliefs on learner autonomy at the tertiary level and the use of YouTube, the video clip, for autonomous language learning for EFL college students. It provides a teacher perspective on learner autonomy for successful language learning in general. The survey results taken from English teachers (n=128) in colleges yielded teachers’ beliefs about learner autonomy in general and their readiness to adopt Web 2.0 technologies for autonomy. The findings indicate that the key source of support for learner autonomy in the classroom is the teacher and that learner autonomy is a dynamic and motivating factor that influences language learning. Therefore, teachers should provide various activities to motivate students to learn a language, which affect the development of learner autonomy. This paper argues that it is necessary to find the extent of teachers’ readiness to adopt the changes in teacher roles which learner autonomy implies. It also discusses the beliefs reported by the teachers and considers the implications of these beliefs for future research and implementation into language classrooms.
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