By Miroslaw Pawlak, Anna Mystkowska-Wiertelak, Jakub Bielak
The current quantity brings jointly papers dedicated to the position of learner and instructor autonomy within the means of moment and international language studying, that have been contributed via students from Poland and overseas. The e-book has been divided into 3 components according to the themes that the person contributions comment on. the 1st half comprises papers facing other ways within which learner autonomy might be fostered and evaluated. The papers contained partly are hooked up with the function of language studying innovations within the improvement of learner independence. eventually, bankruptcy 3 makes a speciality of constructing instructor autonomy, which, within the opinion of many experts, is vital if learner autonomy is to be promoted. due to its wide-ranging concentration, this edited assortment can be of curiosity not just to moment language studying experts attracted to the position of learner autonomy, but in addition to undergraduate, graduate and postgraduate scholars engaged on their BA, MA and PhD theses, in addition to practitioners wishing to advertise learner independence of their classrooms.
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Additional resources for Autonomy in Second Language Learning: Managing the Resources
202). We also need to realize that teachers play a crucial role in introducing students to autonomy, and to this end they have a number of techniques at their disposal. Goal-setting, for example, is an effective strategy and, as the results of the study indicate, it seems especially beneﬁcial from the perspective of raising students’ awareness. As has already been mentioned, the instrument presented in the paper was originally designed to examine the influence of goal-setting on students’ motivation.
New York: Peter Lang. Hafner, C. , & Miller, L. (2011). Fostering learner autonomy in English for science: A collaborative digital video project in a technological learning environment. Language Learning and Technology, 15(3), 68–86. edu/ Holec, H. (1981). Autonomy and foreign language learning. Strasburg: Council of Europe. Klimas, A. (2010). Goal-setting as a motivating factor in foreign language learning. Unpublished doctoral dissertation, University of Wrocław, Poland. Lee, W. , Locke, E. , & Latham, G.
To sum up, as this example shows, language learning in the classroom can bring about positive results if students’ attitudes, formed on the basis of stimulating and revealing experience, are also favorable. Formal education does not necessarily constrain the development of students’ independence and ability to take charge of one’s learning. On the contrary, classrooms are perfect places to equip learners with necessary skills and prepare them for lifelong learning. Teachers need to make sure that learners identify with the language, consider it to be important, and understand their own active role in the learning process.