A Psycholinguistic Sight on Autonomous Learners in Language Learning: Cihan University-Erbil as a Case Study
| المصدر: | مجلة جامعة جيهان أربيل للعلوم الإنسانية والاجتماعية |
|---|---|
| الناشر: | جامعة جيهان أربيل |
| المؤلف الرئيسي: | Al-Faris, Suhair S. (Author) |
| المجلد/العدد: | مج7, ع1 |
| محكمة: | نعم |
| الدولة: |
العراق |
| التاريخ الميلادي: |
2023
|
| الصفحات: | 154 - 157 |
| ISSN: |
2709-8648 |
| رقم MD: | 1431853 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | الإنجليزية |
| قواعد المعلومات: | EduSearch, HumanIndex |
| مواضيع: | |
| كلمات المؤلف المفتاحية: |
Autonomy | Learner | English Language | Education | Psycholinguistic Analysis
|
| رابط المحتوى: |
الناشر لهذه المادة لم يسمح بإتاحتها. |
| المستخلص: |
In the past two decades, autonomous learning has received an obvious concern from specialists in the field of education, particularly in higher education in the Western universities. Autonomous learners have been characterized as those leaners who adopt certain strategies to help them get their own learning. In Europe, an autonomous learner has formally become part of language education and language assessment domain. In this sense, and as a lecturer at Cihan University-Erbil, it has been noticed by the researcher that some students learn dependently whereas others are autonomous, self-dependent on their efforts to achieve a better learning outcome by the motivation; they have to be positive participants with their English Language instructor through language learning classes. The purpose of this research is to investigate and develop learners’ autonomy under the willingness and ability for the second language learning in higher education context. This is achieved to know to what extent students are aware of autonomous learning and what should they do to become successful autonomous learners. In this small-scale research, both qualitative and quantitative methods have been utilized to investigate and consider this phenomenon thoroughly from a psycholinguistic point of view. The results show that the majority of students are not autonomous learners as most of them depend on their instructors for learning English as a second language. This research comprises four sections. Section one is the introduction. Section two reviews some historical backgrounds and definitions. The third one illustrates the research methodology, questions, participants, and data collection. The fourth section accounts for discussion of the findings of the study in addition to the conclusion at the end of the study. |
|---|---|
| ISSN: |
2709-8648 |
عناصر مشابهة
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