CHOVANCOVÁ, Barbora, Alena HRADILOVÁ and Štěpánka BILOVÁ. On the road to autonomy: Degrees of learner autonomy in experiential learning. In Sedláčková, Kateřina, Barbora Chovancová and Štěpánka Bilová. The Teacher's Role in Developing Learner Autonomy. 1st ed. Hong Kong: Candlin & Mynard ePublishing, 2020, p. 55-66. The Brno Collection. ISBN 978-1-6592-7135-5.
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Basic information
Original name On the road to autonomy: Degrees of learner autonomy in experiential learning
Authors CHOVANCOVÁ, Barbora (203 Czech Republic, guarantor, belonging to the institution), Alena HRADILOVÁ (203 Czech Republic, belonging to the institution) and Štěpánka BILOVÁ (203 Czech Republic, belonging to the institution).
Edition 1. vyd. Hong Kong, The Teacher's Role in Developing Learner Autonomy, p. 55-66, 12 pp. The Brno Collection, 2020.
Publisher Candlin & Mynard ePublishing
Other information
Original language English
Type of outcome Chapter(s) of a specialized book
Field of Study 50300 5.3 Education
Country of publisher Hong Kong
Confidentiality degree is not subject to a state or trade secret
Publication form printed version "print"
RIV identification code RIV/00216224:14640/20:00116251
Organization unit Language Centre
ISBN 978-1-6592-7135-5
Keywords in English learner autonomy; refletion; experiential learning
Tags International impact, Reviewed
Changed by Changed by: PaedDr. Marta Holasová, Ph.D., učo 38218. Changed: 20/4/2021 21:23.
Abstract
The current promotion of learner autonomy in language learning inspires teachers to experiment with its various aspects. Constrains are, however, often imposed on teachers by specific course requirements or expectations of institutions they work for. This is why this article deals with various types of courses and the ways autonomy can be integrated into their structures. It describes three different learning situations that allow for different degrees of autonomy: from complete, where the teacher only introduces general guidelines, through partial, in which leeway is given both in the choice of content and in the mode of work, to limited where autonomy is present only in some aspects of the compulsory coursework. In all these three situations, reflection is strongly encouraged in order for the students to transform their first-hand language experience into general principles which can help them deal with similar situations in the future – in other words, experiential learning takes place.
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