Download full text
(562.7Kb)
Citation Suggestion
Please use the following Persistent Identifier (PID) to cite this document:
https://nbn-resolving.org/urn:nbn:de:0168-ssoar-57448-2
Exports for your reference manager
Educational intervention in fostering L2 learner autonomy
[journal article]
Abstract There is not enough conceptual work done on autonomy relating it to other individual difference variables. Some researchers have investigated the characteristics of L2 English learners in terms of motivation and learning strategy constructs, but they did not include variables associated with learner... view more
There is not enough conceptual work done on autonomy relating it to other individual difference variables. Some researchers have investigated the characteristics of L2 English learners in terms of motivation and learning strategy constructs, but they did not include variables associated with learners' perceived L2 learning competence/anxiety. Some other researchers investigated the characteristics of L2 English learners in terms of strategy use and confidence constructs, but did not include motivational constructs. Motivational, affective, and strategy use have been hypothesized to be important in fostering L2 learner autonomy (Benson, 2011), but conceptual work linking these constructs to L2 learner autonomy is needed. The present study aims to identify the links among L2 learner motivation, confidence/anxiety, and strategy use with L2 English learners with varying degrees of L2 learner autonomy, measured with the Self-Determination Theory-based motivational continuum. The results will help to illuminate how autonomy is related to other variables and thereby provide a clearer understanding of L2 English learner autonomy. The second purpose is to investigate which of the above-mentioned constructs can be changed through a specific educational intervention. This is important given that positive changes in such variables are hypothesized to result in more positive educational outcomes. The study also aims to investigate how the participants perceive a set of learner autonomy fostering activities that aims at transferring learning responsibility from teacher to learner.... view less
Keywords
education; promotion; autonomy; learning; English language; strategy; motivation; anxiety; responsibility; competence; pedagogics; intervention
Classification
Basic Research, General Concepts and History of Education and Pedagogics
Document language
English
Publication Year
2015
Page/Pages
p. 9-30
Journal
International Letters of Social and Humanistic Sciences (2015) 48
DOI
https://doi.org/10.18052/www.scipress.com/ILSHS.48.9
ISSN
2300-2697
Status
Published Version; peer reviewed