Collaborative Learner Autonomy: A Mode of Learner Autonomy by Soufiane Blidi

By Soufiane Blidi

The publication investigates curiosity teams and diverse studying circles, studying Circles (RCs) studying chance specifically, as a method of in-class and past classification independent studying within the  context of English Language instructing (ELT) at tertiary point in Oman, and in related contexts within the center East and North Africa (MENA) zone. This research provides novices’ confident perceptions of learner autonomy and their readiness to undertake similar practices. construction on findings from those RCs, the booklet introduces collaborative learner autonomy (CLA) as a unique notion of learner autonomy to be used in academic contexts within the MENA sector. As an idea of sluggish improvement of learner autonomy, the CLA represents a brand new dynamic learner autonomy improvement approach together with person, aggressive, collaborative, and self reliant phases. The CLA recommended within the booklet emphasizes the positive position of lecturers and academic associations can play with different stakeholders in constructing autonomy of their rookies.  The e-book additionally means that it's a shared accountability that scholars, academics, academic institutions, households, society and the academic structures may still imagine in a spirit of partnership.

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Extra resources for Collaborative Learner Autonomy: A Mode of Learner Autonomy Development

Sample text

Reactive autonomy refers to the effort made by the student to regulate the activity once its direction is regulated by the teacher or any other guidance provider. The purpose is to motivate learners to learn without feeling compelled to, and this is by encouraging their own initiative, enabling them to choose the way to organise their work and themselves, individually or collaboratively through competitive pairing and group dynamics. This kind of learner autonomy is considered as a preliminary step towards proactive autonomy in the sense that it enables the learners to organise their resources autonomously in order to reach afore set goals.

For Omani students, working in groups and using peer support, Peer Scaffolding as the CLA advocates, reflect the group-oriented perception they have of learner autonomy. It develops in them self-confidence and autonomy-related self-constructs, self-esteem and self-sufficiency, which helps them develop autonomy. 4 Theoretical Typology of Learner Autonomy Nunan’s (2000) argument that autonomy is not an all-or-nothing concept implies the need to investigate its varying degrees and types. This helps reaching a better understanding of how the concept of autonomy is viewed in the literature, and in practice with the book’s central focus of redefining learner autonomy in mind.

10 There is need to apply methods and strategies that correspond to the identified learning styles of the students. This is considered as one way to individualise instruction and is offered as a method to encourage and develop motivation through the enhancement of learners’ identification with their learning. Learning strategies describe the way in which students choose to deal with specific learning tasks (Coffield 2004). This suggests that these strategies are spontaneous choices and learned or conscious patterns of learning.

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