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| 論文名稱 | On a Pathway to be Autonomous: Non-English Major College Students' preferred Out-of-Class Learning Activities |
| 研討會開始日期 | 2013-06-21 |
| 研討會結束日期 | 2013-06-21 |
| 所有作者 | 張雅惠 |
| 作者順序 | 第一作者 |
| 通訊作者 | 是 |
| 研討會名稱 | 2013應用外語學術研討會 |
| 是否具有對外公開徵稿及審稿制度 | 是 |
| 研討會舉行之國家 | NATTWN-中華民國 |
| 研討會舉行之城市 | 台北 |
| 發表年份 | 2013 |
| 所屬計劃案 | 文藻外語學院補助教師專題研究計畫 |
| 可公開文檔 |
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| 可公開文檔 | |
| 可公開文檔 |
[英文摘要] :
The concept of learner autonomy has been receiving much attention in language learning over the last two decades. Since its importance is undeniable, much research on learner autonomy focuses on how to help language learners promote their level of autonomy. To this end, this study explores what are some preferred out-of-class learning activities language learners engage in and to what extent these activities help the students become more autonomous learners.
30 non-English major students at a college in southern Taiwan participated in this study. The research participants were encouraged to engage in some out-of-class learning activities in their own time to improve their English. The type and format of the activities were chosen by the students themselves. Then, they were required to complete an entry of a self-assessment learning log on a bi-weekly basis. In this learning log, they needed to reflect on what they had done outside of the classroom that helped them to improve their English.
The researcher collected their self-assessment learning logs, which was filled out over 3 month period and analyzed the contents. From the contents of the logs, various preferred ways of practicing English by these students are identified. For instance, many students like to read English learning magazines to improve vocabulary skills while others have listened to English songs to improve listening skills. Browsing English websites have become a popular activity for improving English reading skills. The results indicate that these students tend to engage in English out-of-class learning activities that are related to receptive skills (reading and listening) more than productive skills (speaking and writing). Implications for language teachers on this are discussed at the end of the paper.
