The Impact of Comment Style on Learners’ Essay Revisions

This paper investigates how the type of written feedback provided by teachers affects learners’ ability to revise essays. A total of 120 participants participated in two rounds of essay composition and feedback delivery. The findings indicate that learners who receive comments in the form of questions are more prone to make revisions compared to those receiving statements or imperatives. These results hold significant implications for educators and the ways they utilize written feedback to enhance learners’ writing skills.

浅谈在SEFC课堂中实施Learner Training,Autonomy和Motivation

语言心理学的研究越来越关注学习者的学习方法、学习态度与激励机制。如果我们能够很好地把他们运用到我们的教学中,充分调动起学习者的学习积极性,我们的语言教学将会出现前所未有的飞跃!

An Analysis of Learner Autonomy and Learning Strateg ies in CALL Environment

In recent years,computer assisted language learning(CALL) increasingly attracts language learners’ attentions with evident advantages.This paper introduces the basic concepts concerning CALL,learner autonomy and learning strategies,and tentatively proposes suggestions for developing language learners’ strategies in CALL environment based on CALL situations in China.

Promoting Learner Autonomy and Cooperation in College English Teaching

Chinese college students over-depend on their teachers in English learning. At the same time, they are used to learning all by themselves, lacking the spirit of cooperation. This paper describes an experiment aimed to promote learner autonomy and cooperation among college students. A new teaching mode was used in a class, which has 38 students and the class was chosen randomly from 9 classes of the first year students in Wuhan Commercial Service College. Analysis statistics and questionnaire information indicated that the new teaching mode introduced was effective both in helping students acquire knowledge and in promoting learner autonomy and cooperation. The result of the experiment provides a quotable teaching mode for English teachers of colleges.

The Enhancement Effect of Learner Autonomy on Motivation in SLL

For many years now," autonomy" in learning has been a topic of widespread discussion in educational field.Accordingly,it is Henry Holec who introduced learner autonomy to the field of second language in his project report to the Council of Europe in 1981.Motivation is also a widely used psychological term in our daily life and research.Both learner autonomy and motivation are important factors in influencing learning effects.Many researchers conduct studies on learner autonomy and motivation.There are also some studies on the correlation between learner autonomy and motivation in SLL(Second Language Learning).However,few of them focus on the effect of learner autonomy on motivation.Thus,it makes an attempt to investigate whether learner autonomy has an enhancement effect on motivation.It combines motivation and learner autonomy together to find some effective and efficient ways of promoting foreign or second language learning.In another way,it enriches learner autonomy research.It holds that learner autonomy is a very important factor in influencing motivation.It will make a combination between learner autonomy and motivation in SLL to find some new ways of promoting learners' motivation and learning efficiency.A survey methodology has been employed which consists of qualitative and quantitative methods.Specifically,both questionnaire and interview have been conducted in the research.

What is learner autonomy,why and how to promote it?

Learner autonomy has been discussed for a long time but it is often confused with self-instruction and self-access learning.The aim of this paper is first to examine the definition of learner autonomy and its developmental background from the perspectives of philosophy,education,and psychology,trying to demonstrate both the theoretical and practical reasons why learner autonomy should be promoted;and then try to explore how learner autonomy can be fostered.

Fostering Learner Autonomy by Developing Learners'Strategies in The Classroom

This paper intends to discuss how to develop the learners'autonomous English learning abilities through strategy teaching.The problems of learning strategies were analyzed.Developing learners'strategies through classroom teaching is an efficient way to foster learner autonomy.The results prove that using the content of regular classroom teaching,which is a meaning ful context for the development of responsibility,can not only enhance the learning effect,but also save time for strategy training.The teacher's guiding role in autonomous learning should never be ignored.Developing autonomous English learning in voca tional colleges in China is a long-term pedagogical goal.

Applying Metacognitive Theories to Cultivating English Learner Autonomy in College

The ultimate goal of modern education is to develop students'learner autonomy and make them autonomous and lifelong learners and many researches have found that learner autonomy is greatly influenced by metacognition. So this paper intends to analyze the present teaching and learning situation in college and give a clear picture of the relationship of learn autonomy and metacognition, trying to find the ways to cultivate learner autonomy through applying metacognitive theories college.

A Study on the Relationship between Intrinsic Motivation and Learner Autonomy in English Learning of Non-English Major College Students

To provide scientific feedback and advice on improving the English autonomous learning ability of non-English majorsand in improving the quality of English for non-English majors, it is urgent to study the relationship between intrinsic motivationand learner autonomy. Based on the theory of intrinsic motivation and learner autonomy, a questionnaire survey is used to investi-gate non-English students at Northeast Agricultural University. The obtained data through SPSS analysis and case simulation showthat there is a positive correlation between intrinsic motivation and learner autonomy, which proves the necessity and feasibility ofconstructing autonomous learning factor model to improve the self-learning ability of contemporary non-English majors.

Take Actions on Learner Autonomy Introduction & Inquiry Question

Based on Toohey’s(2007)interpretation on autonomy,I develop the notion learner autonomy from three perspectives—discursive practices,alternative positionings and interactive others.Through analyzing my observation of an ESL class in a Canadian elementary school,this article mainly discusses three important factors associated with learner autonomy and how to better make use of them in teaching practices.

Learner Autonomy and English Teaching——on Fostering Learner Autonomy in FLT

Learner autonomy has been a buzzword in foreign Language teaching in recent years. The concern with teaching and learning has shifted from the teachers teaching to the students learning. This paper reports an experiment conducted by the author using tests, questionnaires and interviews in a senior middle school located in Hubei Province. It has proved the promotion of learner autonomy helps to improve students' foreign language proficiency and confidence in learning the language.

Promoting Language Learner Autonomy in the New Era: Empirical and Theoretical Summary Based on the Online Chinese Teaching Experience

This article centers on factors that may affect language learners’autonomy in face of the challenges and the potential opportunities in the new era of post pandemic.It is of great significance to shed light on empirical approaches that serve to support teachers and learners to seek for multi-dimensional strategies on enhancing the learner autonomy where remote and virtual learning has been indispensable for both learners and teachers worldwide.It has become our consistent motive and responsibility to effectively address language learners’academic goals as well as their personal development in a more inclusive and collaborative learning community.

Contextualizing Learner Autonomy in English Classrooms in China

The notion of learner autonomy has been widely acknowledged in the language teaching world.This study investigates the basic constructs and common issues associated with learner autonomy,including major models,teacher roles and underpinning language learning theories.With careful examination of dominating theories involved,this study provides a contextual analysis of its interpretation in Chinese mainland,followed by discussion based on observation of a classroom learning activity within the scope.In relation to the problems arising from the teaching reality,it makes further exploration to propose some suggestions for achieving autonomous learning in the Chinese context.

A Survey on English Learner Autonomy at Postgraduate Stage

Language competence is the ultimate goal of language learning.As the development of globalization,the task of improving learners' English competence becomes even more urgent.Context Approach is first introduced,and learner autonomy is brought in as a context approach in the specified teaching environment concerned.On the basis of that,a small-scale survey is conducted to investigate the status of English learner autonomy among some students at postgraduate stage.

A Survey of Learner's Autonomy and Its Inspiration on College English Teaching

This paper,based on the investigation of students'autonomous English learning competence,aims to identify the problems students have in learner's autonomy(LA) and to further explore the possible ways to develop students'autonomous English learning competence in Chinese context.