A Closer Look into Learner Autonomy in the EFL Classroom
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| Autores: | , |
|---|---|
| 格式: | artículo original |
| 狀態: | Versión publicada |
| Fecha de Publicación: | 2014 |
| 實物特徵: | Learner autonomy in the English as a Foreign Language (EFL) classroom involves conscious, reflective decisions and explicit procedures from students. When students participate actively, the process of internalizing the language becomes more meaningful since long-lasting linguistic goals are attained. This study investigates the role of learner autonomy and some possible consequences on achievement in a sample of six students in the English Teaching Major at UNA, Brunca extension. The data of the subjects were garnered through artifact collection (students’ grades) and two questionnaires which were directed toward obtaining personal insights regarding learning situations and the subjects’ autonomy. |
| País: | Portal de Revistas UCR |
| 機構: | Universidad de Costa Rica |
| Repositorio: | Portal de Revistas UCR |
| 語言: | Inglés |
| OAI Identifier: | oai:archivo.portal.ucr.ac.cr:article/13926 |
| 在線閱讀: | https://archivo.revistas.ucr.ac.cr/index.php/rlm/article/view/13926 |
| Palabra clave: | learner-centered approach learner autonomy achievement EFL proficiency learning strategies enfoque centrado en el estudiante autonomía del aprendiente rendimiento enseñanza del inglés como lengua extranjera competencia estrategias de aprendizaje |