• Login
    View Item 
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    •   Home
    • UA Graduate and Undergraduate Research
    • UA Theses and Dissertations
    • Dissertations
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

    All of UA Campus RepositoryCommunitiesTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournalThis CollectionTitleAuthorsIssue DateSubmit DateSubjectsPublisherJournal

    My Account

    LoginRegister

    About

    AboutUA Faculty PublicationsUA DissertationsUA Master's ThesesUA Honors ThesesUA PressUA YearbooksUA CatalogsUA Libraries

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular Authors

    An Evaluation of a Program for Intentional Learning: A Hybrid Approach to Fostering Learner Autonomy

    • CSV
    • RefMan
    • EndNote
    • BibTex
    • RefWorks
    Thumbnail
    Name:
    azu_etd_14548_sip1_m.pdf
    Size:
    1.561Mb
    Format:
    PDF
    Download
    Author
    Williams, Veronika A.
    Issue Date
    2016
    Keywords
    learner autonomy
    self-regulation
    support for ESL learners
    Second Language Acquisition & Teaching
    autonomous learning program
    Advisor
    Panferov, Suzanne
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Embargo
    Release after 15-May-2017
    Abstract
    The concept of learner autonomy (LA) in second/foreign language education has been the central focus for many researchers (Benson, 2007, 2011, 2013; Holec, 1981; Gu & Nguyen, 2013; Little, 2007, 2009 and others) and has become a part of mainstream practice of language education in some educational contexts; however, there is still a high interest in researching language learner autonomy and ways to foster it. Partially, this renewed interest is due to advances in technology and pedagogy such as self-access centers, distance learning, blended learning and Computer Assisted Language Learning (CALL) in general and changes in educational policies (Benson 2011, 2013). Modern language learners are exposed to various choices in their language education such as numerous learning modes and a variety of language learning resources. However, this change means that learners must be capable of making informed decisions about their language education and taking some control over it in order to become successful and maximize their learning experience. There are examples of autonomous learning programs which place autonomy at the center, worldwide. Recently, the Center of English as a Second Language (CESL) at the University of Arizona (UA) created and implemented a new educational practice, Program for Intentional Learning (PIL). The goal of this program is to foster LA as well as equip CESL students with knowledge, skills, tools, and resources to be successful in both language learning and their future American college education. PIL is a hybrid program in terms of combining different approaches to fostering LA: resource-based, technology-based, curriculum-based, learner-based, and teacher-based (Benson, 2011).Responding to Benson's (2011) and Nguyen's (2012) call for more rigor in research on LA and educational interventions to promote LA, this dissertation follows the guidelines proposed by Nguyen (2012): a) having a clear operationalized definition of LA, (b) implementing both quantitative and qualitative research methods, and (c) piloting and validating tools. This dissertation examines the effectiveness of the PIL program in terms of its capacity to foster LA and to help CESL students to become more successful in learning English. The evaluation of the program was conducted as a multiple-case study of four participants with a mixed-method research design. The present study draws upon a main survey which measures a degree of LA as pre- and post-test, interviews with case study participants and their instructors, learning diary, and action plan comparison. Even though the comparison of pre- and post-survey scores revealed that only two case study participants had a significant change towards greater LA, all four participants reported changes in their learning behaviors. These changes point to a higher degree of LA, and all participants shared a positive overall evaluation of the PIL workshops. The study suggests that this type of educational intervention to promote LA can be effective, especially in developing metacognitive knowledge and skills, increasing participants' motivation and changing their attitude towards language learning and their teachers.
    Type
    text
    Electronic Dissertation
    Degree Name
    Ph.D.
    Degree Level
    doctoral
    Degree Program
    Graduate College
    Second Language Acquisition & Teaching
    Degree Grantor
    University of Arizona
    Collections
    Dissertations

    entitlement

     
    The University of Arizona Libraries | 1510 E. University Blvd. | Tucson, AZ 85721-0055
    Tel 520-621-6442 | repository@u.library.arizona.edu
    DSpace software copyright © 2002-2017  DuraSpace
    Quick Guide | Contact Us | Send Feedback
    Open Repository is a service operated by 
    Atmire NV
     

    Export search results

    The export option will allow you to export the current search results of the entered query to a file. Different formats are available for download. To export the items, click on the button corresponding with the preferred download format.

    By default, clicking on the export buttons will result in a download of the allowed maximum amount of items.

    To select a subset of the search results, click "Selective Export" button and make a selection of the items you want to export. The amount of items that can be exported at once is similarly restricted as the full export.

    After making a selection, click one of the export format buttons. The amount of items that will be exported is indicated in the bubble next to export format.