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Autonomy and Foreign Language Learning in a Virtual Learning Environment.
Digitalised learning with its promise of autonomy, enhanced learner choice, independence and freedom, is an intuitive and appealing construct but closer examination reveals it to be a rather simplistic proposition, raising the following questions.-What do we mean by autonomy? -What are we implying a...
| Clasificación: | Libro Electrónico |
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| Autor principal: | |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
London :
Bloomsbury Publishing,
2013.
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| Colección: | Advances in digital language learning and teaching.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Cover; Half Title; Series; Title; Copyright; Contents; List of Figures; List of Tables; 1 Paradox and Promise: Autonomy, Foreign Language Learning and Technology; Assumptions about autonomy and technology; The problem: Understanding the nature of the relationship between autonomy, language learning and technology; The search for understanding; The research problem; 2 Understanding Autonomy: An Overview; Philosophical dimensions of the concept of autonomy; Theories of knowledge and approaches to learning; Versions of autonomy; A theoretical definition of autonomy in a VLE.
- An evaluation of three conceptual frameworks for autonomy in language educationFramework for autonomy in a VLE; Conclusion; 3 Technology: Virtual Promise or Virtual Reality
- the Pedagogical Challenge; The virtual promise of technology in SLA; The virtual reality of technology in SLA; Theoretical distinctions delineating different approaches to language learning with technology; Summary and conclusion; 4 Shadow Dancing: Autonomy in Action; Working towards understanding the nature of the relationship between autonomy and foreign language learning.
- Capturing and evaluating autonomous learner behaviour in response to a VLE: The development of a working definition and a theThe ecological approach: The development of a conceptual framework; Aspects of design and data; Insights into the context, the case study and the learners; Messing about with Moodle: The development of EI; 5 Learner Reflections about Learning English as a Foreign Language and the Role of Technology; Students' reflections on aspects of their current EFL learning environment; Students' perceptions about effective language learning; Learner confidence in technology.
- Emerging tensions: Potential for independence in the classroom6 Perceptions and Reality 1: Students' Response to Using a VLE in Computer Room Lessons; L2 free expression
- patterns of use of the target language; Students' reasons for using English in EI lessons; Evaluation of learners' assignments and use of the VLE forums; Learner autonomy within EI VLE blended lessons; EI: More than an electronic workbook; 7 Perceptions and Reality 2: Beyond the Classroom
- Students' Free Time Use of the VLE; Student free-time activity and the VLE autonomy framework; Free-time mode: Discussion forums.
- Language production: Obligation or choice with the free-time component of English International?Implicit interaction within the free-time component of English International; Forum writing and the wider audience; Student perceptions of the value of free-time engagement with the English International forums; 8 An Ecological Perspective of Autonomy, Foreign Language Learning and Technology; An ecological representation of the conceptual framework; The guided view: Autonomy led by design in the VLE classroom and free-time VLE access.