On the road to autonomy: Degrees of learner autonomy in
experiential learning

C 2020

On the road to autonomy: Degrees of learner autonomy in experiential learning

CHOVANCOVÁ, Barbora, Alena HRADILOVÁ and Štěpánka BILOVÁ

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

Language

English

Type of outcome

Kapitola resp. kapitoly v odborné knize

Field of Study

50300 5.3 Education

Country of publisher

Hong Kong

Confidentiality degree

není předmětem státního či obchodního tajemství

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

Abstract

V originále

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.

Citovat

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.

@inbook{1674818,
   author = {Chovancová, Barbora and Hradilová, Alena and Bilová, Štěpánka},
   address = {Hong Kong},
   booktitle = {The Teacher's Role in Developing Learner Autonomy},
   edition = {1.},
   editor = {Sedláčková, Kateřina, Barbora Chovancová and Štěpánka Bilová},
   keywords = {learner autonomy; refletion; experiential learning},
   howpublished = {tištěná verze "print"},
   language = {eng},
   location = {Hong Kong},
   isbn = {978-1-6592-7135-5},
   pages = {55-66},
   publisher = {Candlin & Mynard ePublishing},
   title = {On the road to autonomy: Degrees of learner autonomy in experiential learning},
   year = {2020}
}

TY  - CHAP
ID  - 1674818
AU  - Chovancová, Barbora - Hradilová, Alena - Bilová, Štěpánka
PY  - 2020
TI  - On the road to autonomy: Degrees of learner autonomy in experiential learning
VL  - The Brno Collection
PB  - Candlin & Mynard ePublishing
CY  - Hong Kong
SN  - 9781659271355
KW  - learner autonomy
KW  - refletion
KW  - experiential learning
N2  - 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.
ER  -

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. \textit{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.

Detailed Information on Publication Record