Self-Directed and Autonomous Learning Concerning Using Technology-Based Activities in the Distance Learning
الموضوعات : نشریه زبان و ترجمه
Soraya Raeisi
1
(Department of English Language learning, Velayat University, Iranshahr, Iran)
الکلمات المفتاحية: Autonomy, technology-based activities (TBA), self-direct, the Covid-19 pandemic, the distance learning,
ملخص المقالة :
Nowadays, technology is an inseparable part of modern life, and it is closely related to learning a new language in every context. This study investigates the self-direction and autonomy of Iranian EFL university students in distance learning after the coronavirus disease 2019 (COVID-19) pandemic. This questionnaire-based study was conducted on 76 EFL students using three close-ended questionnaires to assess the technology-based activities (TBA) used by the students. In addition, ten students were randomly selected and interviewed about their attitudes toward the role of TBA in distance learning and their improvement in English proficiency. The results reveled that listening to the teacher's recorded voice (score: 4.81), 2) using dictionaries or translators (score: 4.55), 3) listening to English music (score: 4.10), 4) using English language software and applications (score: 4.02), and 5) joining an English group through a social networking application (score: 3.90) were the most frequently used TBA by EFL university students. In addition, there is a positive correlation between self-direction and the use of TBA (p. value< 0.01) and between TBA and autonomous learning (p. value< 0.01) (OR: 0.551). It can be concluded that teachers should provide access to technology-based resources, applications, and social media; make activities with technology motivating and fun; and teach strategies for using TBA outside and inside the classroom.
Alyaz, Y., & Genc, Z. S. (2016). Digital game-based language learning in foreign language teacher education. Turkish Online Journal of Distance Education, 17(4).
Arıkan, A., & Bakla, A. (2011). Learner autonomy online: Stories from a blogging experience. Edited by David Gardner.
Benson, P. (2001). Teaching and researching autonomy in language. Applied Linguistics in Series, London: Longman.
Benson, P. (2011). Language learning and teaching beyond the classroom: An introduction to the field. In Beyond the language classroom (pp. 7-16). Springer.
Dafei, D. (2007). An exploration of the relationship between learner autonomy and English proficiency. In: Retrieved on September.
Dastjerdi, H. V. (2011). An investigation into the impact of traditional vs. blended teaching on EFL learners’ vocabulary acquisition: M-Learning in focus. International Journal of Humanities and Social Science, 1(15), 202-207.
Demirtaş, I. (2010). Autonomous learning skills in English language preparatory education. Unpublished Postgraduate Thesis, Ankara: Ankara University.
Demouy, V., Jones, A., Kan, Q., Kukulska-Hulme, A., & Eardley, A. (2016). Why and How Do Distance Learners Use Mobile Devices for Language Learning? The EuroCALL Review, 24(1), 10-24.
du Toit-Brits, C., & van Zyl, C.-M. (2017). Self-directed learning characteristics: making learning personal, empowering, and successful. Africa Education Review, 14(3-4), 122-141.
Erben, T., Ban, R., & Castaneda, M. (2008). Teaching English language learners through technology. Routledge.
Fathali, S., & Okada, T. (2016). On the importance of out-of-class language learning environments: A case of a web-based e-portfolio system enhancing reading proficiency. International Journal on Studies in English Language and Literature, 4(8), 77-85.
Fotos, S., & Browne, C. M. (2013). New perspectives on CALL for second language classrooms. Routledge.
Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive model. Adult education quarterly, 48(1), 18-33.
Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer-assisted language learning, 27(1), 70-105.
Holec, H. (1979). Autonomy and foreign language learning. ERIC.
Honarzad, R., & Rassaei, E. (2019). The Role of EFL Learners' Autonomy, Motivation, and Self-Efficacy in Using Technology-Based Out-of-Class Language Learning Activities. JALT Call Journal, 15(3), 23-42.
Hurd, S., Beaven, T., & Ortega, A. (2001). “Developing autonomy in a distance language learning context: issues and dilemmas for course writers”[System 29 (2001) 341–355]. System (Linkoping, Sweden), 29(4), 541-541.
Hyland, F. (2004). Learning autonomously: Contextualising out-of-class English language learning. Language awareness, 13(3), 180-202.
Jennett, P. (1992). Self‐directed learning: A pragmatic view. Journal of Continuing Education in the Health Professions, 12(2), 99-104.
Khabbaz, M., & Najjar, R. (2015). Moodle-based distance language learning strategies: An evaluation of technology in the language classroom. International Journal of Applied Linguistics and English Literature, 4(4), 205-210.
Kim, D., Ruecker, D., & Kim, D.-J. (2019). Mobile assisted language learning experiences. In Computer-Assisted Language Learning: Concepts, Methodologies, Tools, and Applications (pp. 1059-1077). IGI Global.
Knowles, M. S. (1975). Self-directed learning: A guide for learners and teachers.
Kuure, L. (2011). Places for learning: Technology-mediated language learning practices beyond the classroom. In Beyond the language classroom (pp. 35-46). Springer.
Lai, C. (2013). A framework for developing self-directed technology use for language learning. Language Learning & Technology, 17(2), 100-122.
Lai, C. (2018). Autonomous language learning with technology: Beyond the classroom. Bloomsbury Publishing.
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer-assisted language learning, 24(4), 317-335.
Lai, C., Shum, M., & Tian, Y. (2016). Enhancing learners’ self-directed use of technology for language learning: the effectiveness of an online training platform. Computer-assisted language learning, 29(1), 40-60.
Lee, H.-G. (2012). ESL learners' motivation and task engagement in technology enhanced language learning contexts. Washington State University.
Little, J. W. (2003). Inside teacher community: Representations of classroom practice. Teachers college record, 105(6), 913-945.
Meri, S. (2012). Autonomous Computer-Assisted Language Learning: Turkish Primary School Students' Perceptions of Dined Software. Online Submission.
Nematipour, M. (2012). A study of Iranian EFL learners’ autonomy level and its relationship with learning style. English Linguistics Research, 1(1), 126-136.
Nunan, D., & Richards, J. C. (2015). Language learning beyond the classroom. Routledge.
Peters, E. (2018). The effect of out-of-class exposure to English language media on learners’ vocabulary knowledge. ITL-International Journal of Applied Linguistics, 169(1), 142-168.
Rassaei, E. (2017). Video chat vs. face-to-face recasts, learners’ interpretations and L2 development: a case of Persian EFL learners. Computer-assisted language learning, 30(1-2), 133-148. https://doi.org/10.1080/09588221.2016.1275702
Richards, J. C. (2015). The Changing Face of Language Learning: Learning Beyond the Classroom. RELC Journal, 46(1), 5-22. https://doi.org/10.1177/0033688214561621
Selwyn, N. (2006). Digital division or digital decision? A study of non-users and low-users of computers. Poetics, 34(4), 273-292. https://doi.org/https://doi.org/10.1016/j.poetic.2006.05.003
Uzun, L. (2012). The Internet and computer-mediated artifacts for foreign language learning and practice, and intercultural communication: MOODLE, Second Life, and others. Procedia-Social and Behavioral Sciences, 46, 3296-3300.
Yang, C. C. R. (2017). An investigation of the use of the 'flipped classroom' pedagogy in secondary English language classrooms [21_Publication in refereed journal]. Journal of Information Technology Education: Innovations in Practice, 16(1). http://www.scopus.com/inward/record.url?scp=85014716132&partnerID=8YFLogxK
https://www.scopus.com/record/pubmetrics.uri?eid=2-s2.0-85014716132&origin=recordpage
Zhang, L. X., & Li, X. X. (2004). A COMPARATIVE STUDY ON LEARNER AUTONOMY BETWEEN CHINESE STUDENTS AND WEST EUROPEAN STUDENTS.
