HOW TO DEVELOP EFL LEARNERS’ AUTONOMOUS LEARNING SKILL:THE ROLE OF WEB-BASED LEARNING
DOI:
https://doi.org/10.26618/exposure.v9i2.4372Keywords:
Autonomous learner, web-based sources, in-class learning, out-of class learningAbstract
The present research is intended to investigate the autonomous learners reliance on the web-based sources of material. Nowadays English class is not the only place to learn English. It is only one place amongst multitude of opportunities for using the target language. what the students learn from the teacher and what the students learn from the web-based learning of materials will be discussed in this study.A qualitative descriptive research were conducted to answer the research questions and obtain a better understanding of the complexities of the issues under investigation. This methodology best facilitates the construction of detailed, in-depth understanding of the learning jouney of the autonomous learners. How they construct the knowledge they got from the teacher (in-class learning) and web-based sources of material (out-of-class learning).The study reveals that students learn four points from the teacher which are (1) recognizing the concrete rules of the language, (2) acknowledging the level of difficulties in language learning, (3) practicing the knowledge and (4) building the social skills. They learn two points from the web-based sources of material that are (1) acknowledging the potential of web-based sources of material and (2) having the effective judgment and learning about the western culture due to the authenticity of the language. The teacher and the web-based sources of material should be a partner and complement each other. The teacher integrates the web-based sources of materials in the learning process to effectively teach the language. However, it is not the web-based sources of material which can make any activities a fruitful and thoughtful language learning experience for the students but it is the teachers themselves. It really depends on how the teacher selects the materials, designs the tasks and activities, integrates the media with other aspects of curriculum and guides the students during the learning process.
References
Allen, Christopher. (2015). Marriages of Convenience? Teachers and Course books in the Digital Age. ELT Journal. 69 (3), 111-122.
Alseid, H.I.K. (2017). Perceived Effectiveness of Social Media as an English Language Learning. Arab World English Journal (AWEJ). 8 (1). 79-93.
Berns, A & Polomo-Duarte, M. (2015). Mobile apps to support and assess foreign language learning. Criticall CALL- Proceedings of the 2015 EUROCALL Conference, Padava, Italy : 51-56. Dublin: research-publishing.net.
Charlene L. Al-Qallaf, Afaf S.R. Al-Mutairi, (2016). Digital literacy and digital content supports learning: The impact of blogs on teaching English as a foreign language. The Electronic Library. 34 (3), 522-54.
Evriklea Dogoriti, Jenny Pange, Gregory S. Anderson. (2014).The use of social networking and learning management systems in English language teaching in higher education. Campus-Wide Information Systems, 31 (4), 254-263.
Haghelheimer, V & O’Bryan, A. (2009). Mobile technologies, podcasting and language education in M.Thomas (Ed)
Handbook of Research on Web 2,0 and second language learning, 237-258. Hersheri PA: IGI Global.
Holec, H. (1979). Autonomy and Foreign Language Learning, in
Reinders, H and White, C. 2016. 20 Years of Autonomy andTechnology: How Far Have We Come and Where to Next?, Language Learning and Technology, 20 (2): 143-154.
Humphreys, G & Wyatt, M. (2014). Helping Vietnamese University Learners to Become more Autonomous. ELT Journal. 68 (1), 52-64.
Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. USA: Yale University Press.
Morgan, Liam. (2012). Generation Y, Learner Autonomy and the Potential of Web 2.0 tools for Language Learning and Teaching. Campus-Wide Information Systems. 29 (3), 166-176.
Razeq, A.A.A.(2014). University EFL Learners’ Perceptions of their Autonomous Learning Responsibilities and Abilities.RELC Journal. 45 (3), 321-336.
Reinders, H and White, C. (2016). 20 Years of Autonomy and Technology: How Far Have We Come and Where to Next?, Language Learning and Technology. 20 (2), 143-154.
Page, B. (1992). Letting Go-Taking Hold: A Guide to Independent LanguageLearning by Teachers for Teachers. London: CILT. Tamer,
Omer. (2013). A Dissertation on Students’ Readiness for Autonomous Learning of English as a Foreign Language. University of Sunderland Press.
Thawabieh, A & Rfou, M. (2015). The Effect of Facebook Upon Self-Directed Learning. American Journal of Contemporary Research. 5 (1), 39-55.
Marlina., Sugeng. U., & Lia. Y. (2017). Pengaruh Authentic Problem Based Learning (aPBL) terhadap Penguasaan Konsep IPA Siswa Kelas IV Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(11), 1509-1514.
Pertiwi, M., Lia. Y., & Abd. Q. (2018). Kemampuan Berpikir Kritis Siswa dengan Inkuiri Terbimbing dipadu Carousel Feedback pada Materi Sifat-Sifat Cahaya di Sekolah Dasar. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 3 (1), 21-28.
Sari, N. P., Budijanto., & Ach. A. (2017). Pengaruh Penerapan Model Pembelajaran Problem Based Learning Dipadu Numbered Heads Together Terhadap Keterampilan Metakognitif dan Kemampuan Berpikir Kritis Geografi Siswa SMA. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan, 2(3), 440-447.
Utami, R., Djudin, D., & Arsyid, S. B. (2014). Remediasi Miskonsepsi pada Fluida Statis melalui Model Pembelajaran TGT Berbantuan Mind Mapping di SMA. Jurnal Pendidikan dan Pembelajaran, 3(12), 1-12.
Zewdien, Z. M. (2014). An Investigation of Problem Solving in Physics Courses. Internasional Journal of Chemical and Natural Science, 2(1), 77-89.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher’s final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.