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1

THE EFFECT OF ONLINE DICTIONARIES USAGE ON EFL UNDERGRADUATE STUDENTS’ AUTONOMY

100%

Tananuraksakul N.

Teaching English with Technology

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2015

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vol. 15

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issue 4

3-15

EN

Due to EFL undergraduate students’ ineffective learning strategies, which mirror lack of autonomy, this paper is a pilot study into how use of Cambridge Dictionaries Online can affect undergraduate students’ autonomy or self-reliance in a Thai EFL context. The link was selectively integrated in a writing classroom as a tool to improve their English during writing assignments because it appears to be more comprehensive than others. Seventy three students participated in the study and completed a questionnaire based on arguments that new generations or young learners can relate themselves to the link viewed as learning technology and in turn possess positive attitude toward and motivation in learning English autonomously. Although the quantitative results are positive to some extent, they offer some directions for EFL teachers to guide their students in moving toward autonomy. Limitation and recommendations for future study are provided.

2

Exploring FL Readers’ Metacognitive Beliefs: Narrations from Learner Diaries

88%

Kusiak-Pisowacka M.

Theory and Practice of Second Language Acquisition

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2023

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vol. 9

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issue 1

1-26

EN

Metacognition is a complex construct widely investigated in SLA studies, also those that focus on reading skills and reading comprehension. Ample research points to metacognition as a strong predictor in developing foreign language reading skills, thus promoting metacognitive strategies in FL education is highly recommended. This paper presents a report on a study in which Polish FL learners kept a diary for a period of one month and wrote comments in reference to the reading classes in which they participated. The data obtained from the students’ narrations allowed to examine the learners’ metacognitive beliefs defined in the study as knowledge about cognition, consisting of three components: person knowledge, task knowledge, and strategy knowledge (Flavell, 1981). The diary data were analyzed in a global narrative way, which enabled the researcher to examine a complex character and a dynamic nature of metacognition in relation to the reading lessons. The findings underline a double role that learner diaries played in this study: as a research tool useful in investigating learners’ metacognition and an effective task that seemed to facilitate the learners’ reflection skills.

3

Learning strategies in the digital age – towards a new taxonomy for the language classroom

75%

Burzyńska K., Krajka J.

The New Educational Review

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2015

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vol. 41

75-85

EN

The main objective of the presented study was to propose a new taxonomy of learning strategies for the digital age. The revised taxonomy of Oxford’s SILL (1990) was implemented in a nationwide questionnaire to display the picture of strategy use, investigate relationships between particular strategy types and elicit learners’ preferences on strategy instruction. The data was processed statistically with SPSS 20 package. Results confirm high reliability of SI-LLE, indicate relatively strong relationships between particular strategy groups, where higher education institution, year of studies and teaching experience have a statistically significant effect of similar strength on strategy awareness.

4

Teachers as Learners: Learning to Learn Through Strategy Training. Part 1. Teacher Competences and Learner Strategies

63%

Dąbrowska M.

Rozprawy Społeczne

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2015

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vol. 9

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issue 3

51-60

EN

The main aim of this series of three articles is to emphasize the significance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career, since successful teaching necessitates developing personalized skills and strategies necessary for further, continued or lifelong learning. In Part I., the author presents formal qualifications, knowledge and skills second/foreign language teachers are expected to acquire in Polish and European teacher training institutions and pays special attention to the ability to promote learner autonomy through skillful teaching of varied learning strategies. In Part II., she discusses essential roles and tasks modern language teachers need to be able to perform with regard to strategy training and stresses the need for educating ‘strategic’ teachers able to foster learner self-regulated learning. In Part III., the author presents the results of her empirical studies aimed at helping teacher trainees learn to learn by expanding individualized strategy repertoires; she also proposes practical ways of incorporating learning strategy instruction into teacher education.

PL

Niniejszy cykl trzech artykułów podkreśla znaczenie aktywnej realizacji idei uczenia się jak się uczyć w kształceniu nauczycieli języków obcych oraz w rozwoju zawodowym wykwalifikowanego nauczyciela, jako że skuteczne nauczanie oznacza konieczność ciągłego rozwijania umiejętności i strategii niezbędnych do uczenia się przez całe życie. W części pierwszej autorka przedstawia formalne kwalifikacje, wiedzę i umiejętności, jakie nauczyciel języka drugiego/obcego powinien zdobyć w polskich i europejskich instytucjach kształcących nauczycieli. Autorka zwraca szczególną uwagę na umiejętności rozwijania autonomii ucznia poprzez wprawne nauczanie strategii uczenia się różnych typów. W części drugiej omówione są role i zadania współczesnego nauczyciela języka obcego wynikające z realizacji postulatu integracji nauczania języka obcego i treningu strategii, co wiąże się z potrzebą kształcenia tzw. „strategicznego” nauczyciela. W części trzeciej autorka prezentuje wyniki własnych badań empirycznych w zakresie treningu strategii uczenia się i użycia języka obcego oraz proponuje praktyczne sposoby prowadzenia treningu strategii w kształceniu nauczycieli.

5

Teachers as learners: learning to learn through strategy training. Part III. Strategy instruction in teacher education

63%

Dąbrowska M.

Rozprawy Społeczne

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2016

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vol. 10

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issue 2

36-46

EN

The main aim of this series of three articles is to stress the significance of implementing the learning to learn idea in pre-service teacher education and in the qualified teacher’s career, and encourage educators and learners to develop personalized skills and strategies necessary for further, continued or lifelong learning. In Part I., the author presents formal qualifications, knowledge and skills second/foreign language teachers are expected to acquire in Polish and European teacher training institutions. In Part II., she discusses essential roles and tasks modern language teachers need to be able to perform with regard to strategy training and emphasizes the need for educating ‘strategic’ teachers able to foster learner self-regulated learning. In Part III., the author presents the results of her empirical studies aimed at helping teacher trainees learn to learn by expanding individualized strategy repertoires through explicit and implicit strategy training; she also discusses their pedagogical implications.

PL

Niniejszy cykl trzech artykułów podkreśla znaczenie aktywnej realizacji idei uczenia się jak się uczyć w kształceniu i rozwoju zawodowym nauczycieli języków obcych, co wiąże się z potrzebą rozwijania umiejętności i strategii niezbędnych do uczenia się przez całe życie. W części I. autorka przedstawia formalne kwalifikacje, wiedzę i umiejętności, jakie nauczyciel języka obcego powinien zdobyć w polskich i europejskich instytucjach kształcących nauczycieli. W części II. omawia role i zadania współczesnego nauczyciela wynikające z realizacji postulatu integracji nauczania języka obcego i treningu strategii oraz podkreśla potrzebę kształcenia tzw. „strategicznego” nauczyciela. W części III. autorka prezentuje wyniki własnych badań empirycznych w zakresie eksplicytnego i implicytnego treningu strategii uczenia się i użycia języka obcego oraz omawia ich implikacje pedagogiczne.

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2 Rozprawy Społeczne

1 Teaching English with Technology

1 The New Educational Review

1 Theory and Practice of Second Language Acquisition

1 2023

1 2016

3 2015

2 Dąbrowska M.

1 Burzyńska K.

1 Krajka J.

1 Kusiak-Pisowacka M.

1 Tananuraksakul N.

THE EFFECT OF ONLINE DICTIONARIES USAGE ON EFL UNDERGRADUATE STUDENTS’ AUTONOMY

Exploring FL Readers’ Metacognitive Beliefs: Narrations from Learner Diaries

Learning strategies in the digital age – towards a new taxonomy for the language classroom

Teachers as Learners: Learning to Learn Through Strategy Training. Part 1. Teacher Competences and Learner Strategies

Teachers as learners: learning to learn through strategy training. Part III. Strategy instruction in teacher education