Autonomy and Foreign Language Learning in a Virtual Learning Environment.

Autonomy and Foreign Language Learning in a Virtual Learning Environment.

Digitalised learning with its promise of autonomy, enhanced learner choice, independence and freedom, is an intuitive and appealing construct but closer examination reveals it to be a rather simplistic proposition, raising the following questions.-What do we mean by autonomy? -What are we implying a...

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Bibliographic Details
Main Author: Hamilton, Miranda
Format: eBook
Language:English
Published: London : Bloomsbury Publishing, 2013.
Series:Advances in digital language learning and teaching.
Subjects:
Language and languages > Study and teaching > Technological innovations.
Educational technology.
FOREIGN LANGUAGE STUDY > Multi-Language Phrasebooks.
LANGUAGE ARTS & DISCIPLINES > Alphabets & Writing Systems.
LANGUAGE ARTS & DISCIPLINES > Grammar & Punctuation.
LANGUAGE ARTS & DISCIPLINES > Linguistics > General.
LANGUAGE ARTS & DISCIPLINES > Readers.
LANGUAGE ARTS & DISCIPLINES > Spelling.
Educational technology
Language and languages > Study and teaching > Technological innovations
Online Access:Click for online access
Table of Contents:
  • Cover; Half Title; Series; Title; Copyright; Contents; List of Figures; List of Tables; 1 Paradox and Promise: Autonomy, Foreign Language Learning and Technology; Assumptions about autonomy and technology; The problem: Understanding the nature of the relationship between autonomy, language learning and technology; The search for understanding; The research problem; 2 Understanding Autonomy: An Overview; Philosophical dimensions of the concept of autonomy; Theories of knowledge and approaches to learning; Versions of autonomy; A theoretical definition of autonomy in a VLE.
  • An evaluation of three conceptual frameworks for autonomy in language educationFramework for autonomy in a VLE; Conclusion; 3 Technology: Virtual Promise or Virtual Reality
  • the Pedagogical Challenge; The virtual promise of technology in SLA; The virtual reality of technology in SLA; Theoretical distinctions delineating different approaches to language learning with technology; Summary and conclusion; 4 Shadow Dancing: Autonomy in Action; Working towards understanding the nature of the relationship between autonomy and foreign language learning.
  • Capturing and evaluating autonomous learner behaviour in response to a VLE: The development of a working definition and a theThe ecological approach: The development of a conceptual framework; Aspects of design and data; Insights into the context, the case study and the learners; Messing about with Moodle: The development of EI; 5 Learner Reflections about Learning English as a Foreign Language and the Role of Technology; Students' reflections on aspects of their current EFL learning environment; Students' perceptions about effective language learning; Learner confidence in technology.
  • Emerging tensions: Potential for independence in the classroom6 Perceptions and Reality 1: Students' Response to Using a VLE in Computer Room Lessons; L2 free expression
  • patterns of use of the target language; Students' reasons for using English in EI lessons; Evaluation of learners' assignments and use of the VLE forums; Learner autonomy within EI VLE blended lessons; EI: More than an electronic workbook; 7 Perceptions and Reality 2: Beyond the Classroom
  • Students' Free Time Use of the VLE; Student free-time activity and the VLE autonomy framework; Free-time mode: Discussion forums.
  • Language production: Obligation or choice with the free-time component of English International?Implicit interaction within the free-time component of English International; Forum writing and the wider audience; Student perceptions of the value of free-time engagement with the English International forums; 8 An Ecological Perspective of Autonomy, Foreign Language Learning and Technology; An ecological representation of the conceptual framework; The guided view: Autonomy led by design in the VLE classroom and free-time VLE access.

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