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- W2106860730 abstract "There are many different views of what learner autonomy entails. But what does autonomous language<br />learning look like in practice? In this short article we argue that student initiation and participation<br />are crucial to and (one type of) evidence of autonomous language learning.<br />In this study we looked for evidence of student initiation and participation both in classroom and<br />self-study settings. Over a period of 12 months, second language classrooms in several New Zealand<br />language schools were investigated by audio recording classroom interaction at regular intervals.<br />Focus on grammatical items initiated by the students was then matched with performance on post-tests<br />for evidence of acquisition of those items. Also during this period, 42 language advisory sessions were<br />recorded in one university self-access centre. The recordings were analyzed for evidence of student<br />initiated focus on both linguistic items and learning-related issues. The results of these analyses show<br />that student-initiated topics can significantly impact on students’ subsequent learning. These findings<br />corroborate our hypothesis that student initiation, as a measure of involvement in the learning process,<br />can be one of the predictors of learning success. In addition, if active learner participation is seen as a<br />component of autonomy, then this research provides evidence for a link between learner autonomy and<br />learning gains." @default.
- W2106860730 created "2016-06-24" @default.
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- W2106860730 date "2013-02-02" @default.
- W2106860730 modified "2023-09-23" @default.
- W2106860730 title "Autonomy and Language Learning Behavior: The Role of Student Initiation and Participation in L2 Classrooms" @default.
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- W2106860730 doi "https://doi.org/10.22158/selt.v1n1p1" @default.
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