The project analyzes the student＇s participation in complementary activities such as Education Tutorial Program, Junior Company and Academic Center. These organizations have the goal to improve, expand and connect kn...The project analyzes the student＇s participation in complementary activities such as Education Tutorial Program, Junior Company and Academic Center. These organizations have the goal to improve, expand and connect knowledge learned during classes with several practical activities. They can provide a huge integration between the students and the professors in order to achieve better results in the pedagogical, structural and organizational parts of an engineering major degree. Therefore, the project goes through the impact of each entity in the student＇s life and the advantages to professional future, focusing the presence of these organizations in the Electrical Engineering Course of Federal University of Rio Grande do Norte.展开更多
Learner autonomy and attribution impact English language acquisition. Learners should be encouraged to take the responsibility for their success or failure, and achievement or underperformance in the acquisition of En...Learner autonomy and attribution impact English language acquisition. Learners should be encouraged to take the responsibility for their success or failure, and achievement or underperformance in the acquisition of English as an L2 （second language）. A paradigm shift can be visible on the part of teachers and students of English only when they are metamorphosed voluntarily into classroom facilitators and autonomous learners with changed duties and responsibilities. As facilitators, teachers closely monitor learners＇ attributions to their success/failure in English language courses. ＂Attribution＂ means ＂how learners learn about themselves and order uncertain environments＂. Teachers are very often unaware of learner attributions; so it becomes essential for them to increase their awareness of learner attributions so that they can become facilitators. Interaction is the only medium for acquisition of English in the classroom, and teachers can play the role of a catalyst only when they allow students to become leamers with autonomy and right kind of learner attributions. Autonomy implies accountability. Very often, learner attributions clash with teacher attributions. As long as there is a clash, teachers can never claim themselves as facilitators of learning. This paper identifies the attributions of Indian learners of English, and studies if they clash with those of teachers. It also finds out the means of minimizing the negative and undesirable attributions of both facilitators and learners. Two standardized research questionnaires were developed and administered among students and teachers to identify the attributions, and to detect the desirability and feasibility of learner autonomy in the Indian context.展开更多
文摘The project analyzes the student＇s participation in complementary activities such as Education Tutorial Program, Junior Company and Academic Center. These organizations have the goal to improve, expand and connect knowledge learned during classes with several practical activities. They can provide a huge integration between the students and the professors in order to achieve better results in the pedagogical, structural and organizational parts of an engineering major degree. Therefore, the project goes through the impact of each entity in the student＇s life and the advantages to professional future, focusing the presence of these organizations in the Electrical Engineering Course of Federal University of Rio Grande do Norte.
文摘Learner autonomy and attribution impact English language acquisition. Learners should be encouraged to take the responsibility for their success or failure, and achievement or underperformance in the acquisition of English as an L2 （second language）. A paradigm shift can be visible on the part of teachers and students of English only when they are metamorphosed voluntarily into classroom facilitators and autonomous learners with changed duties and responsibilities. As facilitators, teachers closely monitor learners＇ attributions to their success/failure in English language courses. ＂Attribution＂ means ＂how learners learn about themselves and order uncertain environments＂. Teachers are very often unaware of learner attributions; so it becomes essential for them to increase their awareness of learner attributions so that they can become facilitators. Interaction is the only medium for acquisition of English in the classroom, and teachers can play the role of a catalyst only when they allow students to become leamers with autonomy and right kind of learner attributions. Autonomy implies accountability. Very often, learner attributions clash with teacher attributions. As long as there is a clash, teachers can never claim themselves as facilitators of learning. This paper identifies the attributions of Indian learners of English, and studies if they clash with those of teachers. It also finds out the means of minimizing the negative and undesirable attributions of both facilitators and learners. Two standardized research questionnaires were developed and administered among students and teachers to identify the attributions, and to detect the desirability and feasibility of learner autonomy in the Indian context.
