Take-Home Assignments Aimed at Developing Learner Identity and Self-Directed EFL Learning
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This article examined the effects of take-home assignments aimed at fostering self-directed language learning practice through critical self-awareness and follow-up language use in real life contexts. In pursuit of good study habits and learner identity through self-maturity, the following concerns were explored: (1) the effectiveness of using the assignments for the promotion of home-based self-study practice; (2) the usefulness of the assignments in generating learning motivation and academic interests; (3) the perception of self-maturity through the establishment of personal beliefs and values; and (4) the critical linkage between the three elements: self-study practice, take-home assignments, and self-maturity; and how they would contribute towards the creation of a personally meaningful and understandable language learning style. Sequential written assignments were provided so that the participants (Japanese college EFL learners, N=220) could engage in establishing their authentic self-image and self-worth as a measure of mature adolescents. In a quasi-experimental research setting, a questionnaire survey using the Likert scale was administered in order to examine the extent to which the learners' attitudes and behaviors changed into a more proactive and self-directed way of study. The results of a 2 x 2 (Time x Group) ANOVA showed a significant effect for interaction, indicating that some participants using all the assignments showed their positive attitudes in their self-study practice with improved self-study hours. Independent samples t-tests yielded positive results on the effectiveness of the assignments in generating academic interests and learning motivation. Significant correlations were also observed among the three elements. These results, while yielded in the limited research period and population, implied the practicality of using the assignments for the development of leaner autonomy, learner identity, and learning motivation through critical self-awareness and follow-up language use.
- 2010-11-30
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