THE ROLE OF CALL IN FOSTERING LEARNER AUTONOMY ‒ A STUDY CONDUCTED AT SOUTH EAST EUROPEAN UNIVERSITY IN TETOVO
Abstract
In the field of second and foreign language teaching and learning, as the theory and practice of language teaching enters a new century, the importance of helping students to be more autonomous is becoming a major concern of many teachers and educators. There are several tools that can promote learner autonomy, and computer assisted language learning (CALL) is one of them. Many studies have shown that computers have positive effect on increasing students’ interest in learning and make them stay longer on the tasks given by the teacher. Similarly, Littlemore (2001) stated that new technologies, e.g. computers, the Internet, multimedia, language laboratories and video can help develop learner autonomy. Also, computer technology can provide the students with the means to control their own learning, to construct meaning and to evaluate and monitor their own performance (Smith, 2004). The present study aims to investigate students’ attitudes towards the use of CALL in their learning, its impact on promoting learner autonomy and the teachers’ role in this process. The study uses three instruments: student questionnaire, teacher interview and learner diary. The study results based on learner diaries and students’ questionnaire responses showed that CALL has the potential to increase learner autonomy because students are able to direct their own learning, take control over their learning, assess their learning, feel more responsible in selecting online-materials, and the motivation is higher than in regular classes. Teachers’ interviews showed that teachers perceive their role as a facilitator, guide and counselor in promoting learner autonomy.
Keywords: learner autonomy, university, CALL, teacher role, student attitudes.
Downloads
References
Arikan, A., & Bakla, A. (2011). Learner autonomy online: Stories from a blogging experience. In D. Gardner (Ed.), Fostering autonomy in language learning. (pp. 240-251). Gaziantep: Zirve University. Retrieved from the web: http://ilac2010.zirve.edu.tr.
Balçıkanlı, C. (2010). Learner Autonomy In Language Learning: Student Teachers’ Beliefs. Australian Journal of Teacher Education, 35(1), pp. 90-103.
http://dx.doi.org/10.14221/ajte.2010v35n1.8
Benson, P. (2001). Teaching and researching autonomy in language learning. London: Longman.
Borg, S. and Al Bushaidi, S. (2012). Learner Autonomy: English Language Teachers’ Beliefs and Practices. London: British Council. Retrived on May 21, 2016 from the web: https://www.teachingenglish.org.uk/sites/teacheng/files/b459%20ELTRP%20Report%20Busaidi_final.pdf
Bruce, B. (1993). Innovation and social change. In B. Bruce, J.K. Peyton & T. Batson (Eds.), Network-based classrooms: promises and realities, pp. 9-32. Cambridge: Cambridge University Press.
Cotterall, S. (1995). Readiness for autonomy: investigating learner beliefs. System, 23, 195- 205.
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press
Gündüz, N. (2005).Computer Assisted Language Learning. Journal of Language and Linguistic Studies, Vol. 1, No.2, pp. 193-214. Retrieved on March 18th, 2016 from: http://www.jlls.org/index.php/jlls/article/view/16
Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning & Technology, Vol.3, No.1, pp.88-103. Retrieved on March 3th, 2016 from: http://llt.msu.edu/vol3num1/hoven/
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
Jarvis, H. (2012). Computers and learner autonomy: Trends and issues. London: British Council.
Jones. J, (2001). CALL and the teacher’s role in promoting learner autonomy. CALL-EJ Online. Vol. 3, No. 1.
Kataoka, K. (2000). Computers for English Language Learning in Japanese Schools. (ERIC Document Reproduction Service ED439600). Retrieved on April 12th, 2016 from: http://files.eric.ed.gov/fulltext/ED439600.pdf
Little, D. (1991). Learner Autonomy. 1: Definitions, Issues and Problems. Retrieved on December 27th, 2013 from: https://www.llas.ac.uk/resources/gpg/1409
Littlejohn, A. (1985). Learner choice in language study. ELT Journal, Vol. 39(4), 253-261.
Littlemore, J. (2001). Learner Autonomy, Self-instruction and New Technologies in Language Learning: Current Theory and Practice in Higher Education. In A. Chambers & G. Davis (Eds.), ICT and Language Learning: A European Perspective, (pp. 39-52). Amsterdam: Swets & Zeitlinger Publishers.
Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. St
udies in Second Language Acquisition, 26(3): 365–398.
Smith, B. (2004). Computer-mediated negotiated interaction and lexical acquisition. St
udies in Second Language Acquisition, 26(3): 365–398.
Rahimi, A. and Farivar, A. (2014). The Impact of CALL on Iranian EFL Learners' Autonomy. Procedia-Social Behavior Sciences, 192, 644-649.
Smith, B. (2004).Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition, 26(3), 365-398.
Xhaferi, B. Waldispühl, M., Eriksson, B. and Xhaferi, G.(2014). Students’ and teachers’ beliefs about Learner Autonomy at SEEU Tetovo, Macedonia and PH Zug, Switzerland: A comparative study. In Proceedings of the First international Conference ,pp. 3-28. Tetove, Macedonia , 12 / 2014.
Warschauer, M. & Healey, D. (1998). Computers and Language Learning: An overview. Language Teaching, 31, 57-71. Retrieved on June 14th, 2012 from: http://www.education.uci.edu/person/warschauer_m/overview.html
