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E-grāmata: Collaborative Learner Autonomy: A Mode of Learner Autonomy Development

  • Formāts: PDF+DRM
  • Izdošanas datums: 20-Sep-2016
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811020483
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Collaborative Learner Autonomy: A Mode of Learner Autonomy DevelopmentPalielināt
  • Formāts: PDF+DRM
  • Izdošanas datums: 20-Sep-2016
  • Izdevniecība: Springer Verlag, Singapore
  • Valoda: eng
  • ISBN-13: 9789811020483
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The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the  context of English Language Teaching (ELT) at tertiary level in Oman, and in similar contexts in the Middle East and North Africa (MENA) region. This investigation presents learners positive perceptions of learner autonomy and their readiness to adopt related practices. Building on findings from these RCs, the book introduces collaborative learner autonomy (CLA) as a novel concept of learner autonomy for use in educational contexts in the MENA region. As a concept of gradual development of learner autonomy, the CLA represents a new dynamic learner autonomy development process consisting of individual, competitive, collaborative, and autonomous stages. The CLA advocated in the book emphasizes the constructive role of teachers and educational institutions can play with other stakeholders in developing autonomy in their learners.  The book also suggests that it is a shared responsibility that students, teachers, educational establishments, families, society and the educational systems should assume in a spirit of partnership.
1 Learner Autonomy---An Overview
1(20)
1.1 Proliferation of Learner Autonomy
1(5)
1.2 Learner Autonomy from Different Perspectives
6(4)
1.3 Learner Autonomy and Learning Culture
10(2)
1.4 Theoretical Typology of Learner Autonomy
12(9)
1.4.1 Proactive and Reactive Autonomy
12(1)
1.4.2 Influential Factors in Developing Learner Autonomy
13(1)
1.4.3 Learner Autonomy Conditions
14(7)
2 Learner Autonomy and the MENA Region Context
21(44)
2.1 Misconceptions About Learner Autonomy in the MENA Region
22(4)
2.2 Attitudes to Control and Authority in Learner Autonomy
26(5)
2.3 Redefining Responsibility and Autonomy in the Omani Context
31(2)
2.4 Impact of Learning Styles on Learner Autonomy
33(30)
2.5 Summary
63(2)
3 Gradual Development of Learner Autonomy
65(32)
3.1 Levels of Learner Autonomy
67(2)
3.2 Contexts of Application and Their Impact on the Typology of Autonomy
69(4)
3.2.1 Autonomy Beyond the Classroom
69(4)
3.2.2 Autonomy in the Classroom
73(1)
3.3 The 21st Century T&L Challenge: Understanding Learners' Psychological Development
73(6)
3.4 Learner Autonomy Models
79(2)
3.5 Optimising Learners' Positive Attitudes Through ALOP
81(15)
3.6 Summary
96(1)
4 Learner Autonomy and the CLA Perspective
97(36)
4.1 Autonomy and Socio-Cultural Conceptualisation
97(4)
4.2 Individualism, Self-regulation, Motivation and Interdependence
101(5)
4.3 Reading Circles: A Mode of Collaborative Learner Autonomy
106(3)
4.4 Impact of SLV Use on the Development of Learner Autonomy Awareness
109(17)
4.5 Pedagogical Implications of Autonomous Learning
126(4)
4.6 Conclusion
130(3)
5 Conclusion
133(16)
5.1 Learning Habits and Attitudes Towards Learner Autonomy
134(2)
5.2 Learner Autonomy Educational Environment Provisions
136(3)
5.3 Aspects and Implications of the CLA and the ICCAL Continuum
139(6)
5.3.1 Partnership and Collaboration
139(1)
5.3.2 Response to Change
140(5)
5.4 Summary
145(4)
Resources Pack 149(16)
Appendix A Questionnaire 165(10)
Appendix B Interviews with Students 175(8)
Appendix C Interviews with Teachers 183(10)
Appendix D Impact of ALOP on Language Skills 193(2)
Appendix E Reasons for Using the LRC Among Students 195(2)
Appendix F Reading Circles---Samples 197(4)
Appendix G Post-implementation Questionnaire 201(2)
Appendix H Interdependence 203(2)
Appendix I Teacher's Image 205(2)
Appendix J Readiness and Motivation 207(4)
Appendix K Self-esteem 211(2)
Appendix L Voluntariness 213(2)
Appendix M Flexibility 215(2)
Appendix N Teacher's Support 217(2)
Appendix O Peer Support 219(2)
Appendix P Overall 221(2)
References 223
Dr. Soufiane Blidi is a senior ELT practitioner with twenty years of  experience in teaching English, both language skills and content applied linguistics and translation courses, in Tunisia and Oman. He is currently the acting Dean of the Faculty of Language Studies at Sohar University, Oman and a member of the Laboratoire de Recherches d'Analyse de Discours, Sfax University, Tunisia. He has contributions in the design, review and evaluation of undergraduate and post-graduate programmes and a committed interest in curriculum design and evaluation within the perspectives of learner involvement, autonomy, and collaboration. He is an advocate of learner autonomy development through effective teacher guidance and peer scaffolding in an environment of shared responsibility. Research projects in the pipeline cover: learner involvement in extra-curricula activities; the impact of autonomous and collaborative learning on the learners' language life skills; and the development of autonomous reading culture. 
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