Aware and autonomous : Raising learner autonomy in deaf and
hard of hearing learners

k 2022

Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners

TÓTHOVÁ, Lenka a Jitka SEDLÁČKOVÁ

Základní údaje

Originální název

Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners

Autoři

TÓTHOVÁ, Lenka a Jitka SEDLÁČKOVÁ

Vydání

CORALL international conference, Prague, 16 -17 June 2022, 2022

Další údaje

Jazyk

angličtina

Typ výsledku

Prezentace na konferencích

Obor

50302 Education, special

Stát vydavatele

Česká republika

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL URL

Organizační jednotka

Středisko pro pomoc studentům se specifickými nároky

Klíčová slova anglicky

EFL learning; autonomous learning; self-regulation; higher education; self-access

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 10. 2. 2023 08:42, Mgr. Jana Pelclová, Ph.D.

Anotace

V originále

The Council of Europe regards the development of learner autonomy as one of the keystones of education for democratic citizenship and lifelong learning (Council of Europe 2011). The independent learning and self-regulation skills required in higher education, let alone independent online learning as during covid-19 pandemic times, present a specific set of challenges on the learner. The concept of learner autonomy holds particular importance for deaf and hard of hearing (DHH) learners who have been characterized as dependent learners, with a tendency to assign responsibility for their own failure or success in learning mainly to their teachers (Sedláčková and Kontra 2019). Yet precisely low levels of learner autonomy alongside social and literacy issues are considered as key factors negatively influencing the low college graduation rates of DHH students and their academic success in general (Scherer and Walter 1988). The paper discusses the crucial importance of encouraging and giving DHH learners the tools to take control and responsibility for their foreign language learning, both as to what they learn and how they can do it. Examples are based on the presenters’ teaching practice, and particularly their experience with the e-learning course ‘Online English for International Mobilities’.

Návaznosti

MUNI/A/1479/2021, interní kód MU

Název: Paradigms, strategies and developments - English linguistics and translation II

Investor: Masarykova univerzita, Paradigms, strategies and developments - English linguistics and translation II

Citovat

TÓTHOVÁ, Lenka a Jitka SEDLÁČKOVÁ. Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners. In CORALL international conference, Prague, 16 -17 June 2022. 2022.

@proceedings{1875150,
   author = {Tóthová, Lenka and Sedláčková, Jitka},
   booktitle = {CORALL international conference, Prague, 16 -17 June 2022},
   keywords = {EFL learning; autonomous learning; self-regulation; higher education; self-access},
   language = {eng},
   title = {Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners},
   url = {https://business.vscht.cz/794-corall},
   year = {2022}
}

TY  - CONF
ID  - 1875150
AU  - Tóthová, Lenka - Sedláčková, Jitka
PY  - 2022
TI  - Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners
KW  - EFL learning
KW  - autonomous learning
KW  - self-regulation
KW  - higher education
KW  - self-access
UR  - https://business.vscht.cz/794-corall
N2  - The Council of Europe regards the development of learner autonomy as one of the keystones of education for democratic citizenship and lifelong learning (Council of Europe 2011). The independent learning and self-regulation skills required in higher education, let alone independent online learning as during covid-19 pandemic times, present a specific set of challenges on the learner. The concept of learner autonomy holds particular importance for deaf and hard of hearing (DHH) learners who have been characterized as dependent learners, with a tendency to assign responsibility for their own failure or success in learning mainly to their teachers (Sedláčková and Kontra 2019). Yet precisely low levels of learner autonomy alongside social and literacy issues are considered as key factors negatively influencing the low college graduation rates of DHH students and their academic success in general (Scherer and Walter 1988). The paper discusses the crucial importance of encouraging and giving DHH learners the tools to take control and responsibility for their foreign language learning, both as to what they learn and how they can do it. Examples are based on the presenters’ teaching practice, and particularly their experience with the e-learning course ‘Online English for International Mobilities’.
ER  -

TÓTHOVÁ, Lenka a Jitka SEDLÁČKOVÁ. Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners. In \textit{CORALL international conference, Prague, 16 -17 June 2022}. 2022.

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