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dc.contributor.authorReinders, Hayo
dc.contributor.authorLoewen, Shawn
dc.date.accessioned2014-03-13T01:13:23Z
dc.date.available2014-03-13T01:13:23Z
dc.date.issued2013-02
dc.identifier.urihttps://hdl.handle.net/10652/2379
dc.description.abstractThere are many different views of what learner autonomy entails. But what does autonomous language learning look like in practice? In this short article we argue that student initiation and participation are crucial to and (one type of) evidence of autonomous language learning. In this study we looked for evidence of student initiation and participation both in classroom and self-study settings. Over a period of 12 months, second language classrooms in several New Zealand language schools were investigated by audio recording classroom interaction at regular intervals. Focus on grammatical items initiated by the students was then matched with performance on post-tests for evidence of acquisition of those items. Also during this period, 42 language advisory sessions were recorded in one university self-access centre. The recordings were analyzed for evidence of student initiated focus on both linguistic items and learning-related issues. The results of these analyses show that student-initiated topics can significantly impact on students’ subsequent learning. These findings corroborate our hypothesis that student initiation, as a measure of involvement in the learning process, can be one of the predictors of learning success. In addition, if active learner participation is seen as a component of autonomy, then this research provides evidence for a link between learner autonomy and learning gains.en_NZ
dc.language.isoenen_NZ
dc.publisherStudy in English Language Teachingen_NZ
dc.subjectsecond language acquisition (SLA)en_NZ
dc.subjectESLen_NZ
dc.subjectautonomous student learningen_NZ
dc.subjectindependent student learningen_NZ
dc.subjectfocus on form episodesen_NZ
dc.subjectFFEen_NZ
dc.titleAutonomy and language learning behavior : the role of student initiation and participation in L2 classroomsen_NZ
dc.typeJournal Articleen_NZ
dc.rights.holderStudy in English Language Teachingen_NZ
dc.subject.marsden130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori)en_NZ
dc.identifier.bibliographicCitationReinders, H. & Lowen, S. (2013). Autonomy and language learning behavior : the role of student initiation and participation in L2 classrooms. Study in English Language Teaching, 1(1), 1-7. NOTE: This is research undertaken for King Mongkut’s University of Technology Thonburi, Bangkok, Thailand prior to the author being affiliated with the Unitec Institute of Technology.en_NZ
unitec.institutionKing Mongkut’s University of Technology Thonburi, (Bangkok, Thailand)en_NZ
unitec.institutionMichigan State Universityen_NZ
unitec.publication.spage1en_NZ
unitec.publication.lpage7en_NZ
unitec.publication.volume1(1)en_NZ
unitec.publication.titleStudy in English Language Teachingen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationKing Mongkut’s University of Technology Thonburi, (Bangkok, Thailand)en_NZ
dc.contributor.affiliationMichigan State Universityen_NZ
unitec.institution.studyareaEducation


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