Language and Non-Language Impact of Autonomy Support as Reported by the Students

ZOUHAR LUDVÍKOVÁ, Lenka. Language and Non-Language Impact of Autonomy Support as Reported by the Students. In GOLA, Sabina, PIERRARD, Michel, TOPS, Evie & Van RAEMDONCK, Dan. Enseigner et apprendre les langues au XXIe siècle Méthodes alternatives et nouveaux dispositifs d'accompagnement. Brusel: Peter Lang, 2017, p. 83-106. ISBN 978-2-8076-1366-9.

Basic information

Original name

Language and Non-Language Impact of Autonomy Support as Reported by the Students

Name in Czech

Jazykový a nejazykový dopad podpory autonomie v ELT v sebehodnocení studentů

Authors

ZOUHAR LUDVÍKOVÁ, Lenka

Edition

Brusel, Enseigner et apprendre les langues au XXIe siècle Méthodes alternatives et nouveaux dispositifs d'accompagnement, p. 83-106, 2017

Publisher

Peter Lang

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Other information

Language

English

Type of outcome

Stať ve sborníku

Field of Study

50300 5.3 Education

Country of publisher

Belgium

Confidentiality degree

není předmětem státního či obchodního tajemství

Publication form

printed version "print"

Organization unit

Language Centre

ISBN

978-2-8076-1366-9

Keywords (in Czech)

autonomie; učení se jazykům; metakognice; výuka jazyků; counselling

Keywords in English

autonomy; language learning; metacognition; language teaching; counselling

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Abstract

V originále

The article introduces a course English Autonomously which attempts to do so and provides the students with a framework that supports not only their development in language skills but also in learner autonomy. Students at universities are the last chance for the institutionalized system to direct them towards life-long learning. The article introduces a course English Autonomously which attempts to do so and provides the students with a framework that supports not only their development in language skills but also in learner autonomy. The self-evaluation of students´ progress is an inevitable part of the course and it also collects interesting data for a practitioner research. The students report progress in various areas: language skills, metacognition, learning strategies or attitudes. Therefore, the evaluation form was structured and data from 187 students of four semesters of the course have been compiled. The paper further explores the most frequently reported areas of development – speaking, writing and learning strategies. These are linked to the individual components of the course according to students´ reflections. Part of the article also oversees the changes that the students perceive in the area of their attitudes. This insight into the learners´ progress shows which components of the course work best for the course itself, for the students and for the teachers too. Students at universities are the last chance for the institutionalized system to direct them towards life-long learning.

In Czech

The article introduces a course English Autonomously which attempts to do so and provides the students with a framework that supports not only their development in language skills but also in learner autonomy. Students at universities are the last chance for the institutionalized system to direct them towards life-long learning. The article introduces a course English Autonomously which attempts to do so and provides the students with a framework that supports not only their development in language skills but also in learner autonomy. The self-evaluation of students´ progress is an inevitable part of the course and it also collects interesting data for a practitioner research. The students report progress in various areas: language skills, metacognition, learning strategies or attitudes. Therefore, the evaluation form was structured and data from 187 students of four semesters of the course have been compiled. The paper further explores the most frequently reported areas of development – speaking, writing and learning strategies. These are linked to the individual components of the course according to students´ reflections. Part of the article also oversees the changes that the students perceive in the area of their attitudes. This insight into the learners´ progress shows which components of the course work best for the course itself, for the students and for the teachers too. Students at universities are the last chance for the institutionalized system to direct them towards life-long learning.