Promoting EFL Learner Autonomy in a Teacher-Centered Culture through Video-Sharing and Collaborating in Online Forums
DOI:
https://doi.org/10.5294/laclil.2019.12.1.5Keywords:
Learner autonomy, learning beyond the classroom, collaborative learning, English as a Foreign Language, EFL, listening.Abstract
El desarrollo de la autonomía del estudiante de inglés como lengua extranjera en una cultura enfocada en el profesor, por medio de videos y foros compartidos en línea
Promover a autonomia do estudante de inglês como língua estrangeira em uma cultura centrada no professor compartilhando vídeos e colaborando em fóruns on-line
This action research was undertaken at a university language center in Ambato, Ecuador, as a result of concerns over the high level of teacher dependence among learners of English as a Second Language (EFL). The project aimed at assessing the development of autonomous learning behavior and the motivational impact of student collaboration on encouraging a change in student behavior toward autonomy. The participating students were 154 EFL students of lower advanced levels who engaged in a 5-week intervention addressed at encouraging autonomous listening comprehension practice through videos. Participants used the Moodle® platform to share videos with peers of the same level, who were also able to post comments on the content of the videos. Quantitative and qualitative parameters were used to assess the achievement of two objectives: the extent of the development of autonomous behavior; and the extent of the motivational impact of student collaboration on encouraging autonomous behavior. Analysis of participation showed development of student autonomy when measured against three of the four parameters used. Analysis of feedback showed the platform-based collaborative learning strategy had a significant impact on student motivation and engagement during the intervention. Feedback included the recommendation to extend and improve the intervention, while complementing it with a medium to allow greater interaction in real time.
To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)
Edwards, R., Holguín-Barrera, M. D., Ortiz, A. C., & Pérez, M. (2019). Promoting EFL learner autonomy in a teacher-centred culture through video-sharing and collaborating in online forums. LACLIL, 12(1), 99-127. DOI: https://doi.org/10.5294/laclil.2019.12.1.5
Received: 28/06/2019
Approved: 10/09/2019
Downloads
References
Alwehaibi, H. (2015). The impact of using YouTube in EFL classroom on enhancing EFL students’ content learning. Journal of College Teaching & Learning, 12(2), 121–126. Retrieved from https://eric.ed.gov/?id=EJ1061416
Ary, D., Cheser, L., & Sorensen, C. (2010). Introduction to research in education. Belmont, CA: Wadsworth.
Bateineh, R., & Mayyas, M. (2017). The utility of blended learning in EFL reading and grammar: A case for Moodle. Teaching with Technology, 17(3), 35–49. Retrieved from https://eric.ed.gov/?id=EJ1149423
Benson, P. (2007). Autonomy in language learning and teaching (State-of-the-art article). Language Teaching, 40(1), 21–40. DOI: https://doi.org/10.1017/S0261444806003958
Benson, P. (2013). Learner autonomy. TESOL Quarterly, 47, 838–843. DOI: https://doi.org/10.1002/tesq.134
Benson, P., & Cooker, L. (2013). The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy. Sheffield, UK: Equinox.
Benson, P., & Voller, P. (1997). Autonomy and independence in language learning. London, UK: Longman.
Butler-Pascoe, M. E. (2011). The history of CALL. International Journal of Computer-Assisted Language Learning and Teaching, 1(1), 16–32.
Carrió-Pastor, M. L. (2015). Do online collaborative activities foster autonomy on second language reading and writing? Language Teaching Tomorrow, 1, 1–6. Retrieved from http://urn.fi/urn:nbn:fi:jamk-issn-2343-0281-9
Carrió-Pastor, M. L. (2018). Virtual environments for teachers. In M. L. Carrió-Pastor (Ed.), Teaching language and teaching literature in virtual environments (pp. xiii–xxi). Singapore, Republic of Singapore: Springer.
Chaia, A., Child, F., Dorn, E., Frank, M., Krawitz, M., & Mourshed, M. (2017). What drives student performance in Latin America. Retrieved from http://mckinsey.com/industries/social-sector/our-insights/what-drives-student-performance-in-latin-america
Coxhead, A., & Bytheway, J. (2014). You will not blink: Learning vocabulary using online resources. In D. Nunan & J. Richards (Eds.), Language Learning Beyond the Classroom (pp. 65–74). New York, NY: Routledge.
Dörnyei, Z., Ibrahim, Z., & Muir, C. (2015). “Directed Motivational Currents”: Regulating complex dynamic systems through motivational surges. In Z. Dörnyei, P. D. MacIntyre, & A. Henry (Eds.), Motivational dynamics in language learning (pp. 95–105). Bristol, UK: Multilingual Matters.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd Ed.). Harlow, UK: Pearson.
Dörnyei, Z., & Murphey, T. (2003). Group dynamics in the language classroom. Cambridge, UK: Cambridge University Press.
Dowsett, G. (1986). Interaction in the semi-structured interview. In M. Emery (Ed.), Qualitative research (pp. 50–56). Canberra, Australia: Australian Association of Adult Education.
Edwards, R. (2019). Frustration and hope: A review of the response undertaken in national education programmes to lower-than-expected rates of foreign language acquisition. Investigación y Desarollo, 11(1), 5–16. Retrieved from http://revistas.uta.edu.ec/erevista/index.php/dide/article/view/630
Esterberg, K. (2002). Qualitative methods in social research. Boston, MA: McGraw-Hill.
Green, T., & Green, J. (2018). Flipgrid: Adding voice and video to online discussion. TechTrends, 62, 128–130. DOI: https://doi.org/10.1007/s11528-017-0241-x
Guth, S., & Helm, F. (2010). Telecollaboration 2.0: Language, literacies, and intercultural learning in the 21st Century (Vol. 1). Frankfurt, Germany: Peter Lang.
Holec, H. (1981). Autonomy in foreign language learning. Oxford, UK: Pergamon.
Ke, F., & Hoadley, C. (2009). Evaluating online learning communities. Educational Technology Research and Development, 57(4), 487–510. DOI: http://dx.doi.org/10.1007/s11423-009-9120-2
Knowles, M. (1975). Self-directed learning: A guide for learners and teachers. Englewood Cliffs, NJ: Prentice Hall.
Lamy, M., & Mangenot, F. (2013). Social media-based language learning: Insights from research and practice. In M. Lamy & K. Zourou (Eds.), Social networking for language education (pp. 197–213). Basingstoke, UK: Palgrave Macmillan.
Lewis. T. (2015). Learner autonomy and the theory of sociality. In G. Murray (Ed.), Social dimensions of autonomy in language learning (pp. 35–59). London, UK: Pallgrave Macmillan.
Lin, M., & Siyanova-Chanturia, A. (2014). Internet television for L2 vocabulary learning. In D. Nunan, J. Richards (Eds), Language learning beyond the classroom (pp. 149–158). New York, NY: Routledge.
Little, D. (2001). Learner autonomy and the challenge of tandem language learning via the Internet. In A. Chambers & G. Davies (Eds.), ICT and Language Learning: a European Perspective (pp. 29–38). Lisse, The Netherlands: Swets & Zeitlinger.
Littlewood, W. (1999). Defining and developing autonomy in East Asian contexts. Applied Linguistics, 20(1), 71–94. DOI: https://doi.org/10.1093/applin/20.1.71
Lyddon, P. A. (2016). Mobile-assisted language learning and language learner autonomy. In S. Papadima-Sophocleous, L. Bradley, & S. Thouësny (Eds), CALL communities and culture–short papers from EUROCALL 2016 (pp. 302–306). DOI: https://doi.org/10.14705/rpnet.2016.eurocall2016.579
Lys, F. (2013). The development of advanced learner oral proficiency using iPads. Language Learning and Technology, 17(3), 94–116. Retrieved from https://pdfs.semanticscholar.org/e291/a9621771507aa5d733c035f4c29036536412.pdf?_ga=2.192698986.1756647733.1568230283-1185055789.1565810546
McLoughlin, C., & Lee, M. (2010). Personalised and self-regulated learning in the web 2.0 era: International exemplar of innovative pedagogy using social software. Australasian Journal of Educational Technology, 26, 28–43. DOI: https://doi.org/10.14742/ajet.1100
Mertler, C. (2014). Action research: Teachers as researchers in the classroom (4th Ed). Thousand Oaks, CA: Sage.
Mideros, D., & Carter, B. (2015). Meeting the autonomy challenge in an advanced Spanish listening class. In G. Murray (Ed.), Social dimensions of autonomy in language learning (pp. 135–154). London, UK: Pallgrave Macmillan
Murdock, J. L., & Williams, A. M. (2011). Creating an online learning community: Is it possible? Innovative Higher Education, 36(5), 305–315. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.475.5829&rep=rep1&type=pdf
Murray, G. (2015). Autonomy in language learning as a social construct. In G. Murray (Ed.), Social dimensions of autonomy in language learning (pp. 233–249). London, UK: Pallgrave Macmillan.
Nunan, D. (1988). The learner-centred curriculum: A study in second language teaching. Cambridge, UK: Cambridge University Press.
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192–203). London, UK: Longman.
Nunan D., & Richards, J. C. (Eds.) (2015) Language Learning Beyond the Classroom. New York, NY: Routledge.
Palfreyman, D. (2003). Introduction: Culture and learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 1–19). New York, NY: Palgrave.
Reinders, H., & White, C. (2016). 20 years of autonomy and technology: How far have we come and where to next? Language Learning & Technology, 20(2), 143–154. Retrieved from https://hdl.handle.net/10652/3552
Reinders, H., & Benson, P. (2017). Language learning beyond the classroom: A research agenda. Language Teaching, 50(4), 561–578. DOI: http://doi.org/10.1017/S0261444817000192
Rennie, F. (2012). E-learning and social networking handbook. London, UK: Routledge.
Siegel, J. (2018). Researching listening through action research. In J. Liontas (Ed.), The TESOL encyclopedia of English language teaching. Hoboken, NJ: John Wiley & Sons. DOI: https://doi.org/10.1002/9781118784235.eelt0591
Smith, R. (2003). Pedagogy for autonomy as (becoming-)appropriate methodology. In D. Palfreyman & R. Smith (Eds.), Learner autonomy across cultures (pp. 129–146). London, UK: Palgrave Macmillan.
Sonaiya, R. (2002). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum, 15(2), 106–116. DOI: https://doi.org/10.1080/07908310208666637
Stoszkowski, J. R. (2018). Using Flipgrid to develop social learning. Compass: Journal of Learning and Teaching, 11(2), 1–4. DOI: https://doi.org/10.21100/compass.v11i2.786
Tubulawa, R. (2003). International aid agencies, learner-centred pedagogy and political democratisation: A critique. Comparative Education, 39(1), 7–26. DOI: https://doi.org/10.1080/03050060302559
Ushioda, E. (2011). Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221–232. DOI: https://doi.org/10.1080/17501229.2011.577536
Ushioda, E. (2016). Language learning motivation through a small lens: A research agenda. Language Teaching, 49(4), 564–577. DOI: https://doi.org/10.1017/S0261444816000173
Ushioda E. (2013). Motivation and ELT: Looking ahead to the future. In E. Ushioda (Ed.), International perspectives on motivation (pp. 233–239). London, UK: Palgrave Macmillan.
Yunga-Godoy, D., Loaiza, M., Ramón-Jaramillo, N., & Puertas, L. (2016). Enfoques de la enseñanza en educación universitaria: una exploración desde la perspectiva Latinoamericana. Profesorado: Revista de Currículum y Formación de Profesorado, 20(3), 313–333. Retrieved from https://recyt.fecyt.es/index.php/profesorado/article/view/54600
Wang, Y.-C. (2014). Using wikis to facilitate interaction and collaboration among EFL learners: A social constructivist approach to language teaching. System, 42, 383–390. DOI: https://doi.org/10.1016/j.system.2014.01.007
Downloads
Published
How to Cite
Issue
Section
License
This Journal and its articles are published under the Creative Commons CC BY 4.0 DEED Attribution 4.0 International license. You are free to: Share — copy and redistribute the material in any medium or format for any purpose, even commercially. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The license cannot revoke these freedoms as long as you follow the terms of the license.
