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Autonomous Language Learning with Technology Beyond the Classroom

Thank You!

Jordy Oyagata

Learner autonomy could be broadly defined as the learners’ ability to take responsibility for

their own learning process.

The increased popularity of

technology-enhanced learning and the concomitant development of facilitating software have

led to the reconceptualization of autonomous learning, attributing it a more complex and

promising role (Reinders & White, 2016)

Earlier thinking favoured a uni-directional

relationship between technology and autonomous language learning, implying that the former

improved the latter. Recent research efforts, however, put forth a bi-directional relationship

between the two

Topic 1

Part One: Understanding Out-of-Class Autonomous Language Learning with Technology

Topic 2

The first part is devoted to providing readers with a general understanding out-of-class

autonomous language learning with technology. It includes four chapters on key concepts,

theoretical frameworks, the nature of out-of-class language learning with technology and major

factors impacting out-of-class language learning through technology, respectively.

This is worth attention as it provides the reader with a holistic understanding

of aspects of autonomous learning. The next chapter starts with the acknowledgment that

technology brings both affordances and restrictions to the development of autonomy. Most

notable point in this chapter is the thorough overview of the extant theoretical frameworks

associated with autonomous learning.

Accurate and precise discussion of these theories is enriched through the

presentation of studies based on relevant theories

Additionally, carefully chosen studies cited in the relevant part could guide the readers who are

interested in academic investigations within the framework of UTAUT model.

Subtopic 1

Part 1 continues by touching upon a range of issues including learner engagement and

interaction with technology and the quality of different types of learning activities in an out-ofclass context, which are thought to shape the nature of autonomous language learning.

It is a comprehensive overview

of the influential factors affecting technology enhanced out-of-class autonomous language

learning.

To put explicitly, the

author has shared a figure illustrating the internal and external factors based on the findings

reported by Lai (2013).

Subtopic 2

Part Two: Promoting Out-of-Class Autonomous Language Learning with Technology

Topic 3

Part 2 of the book explains how language educators support and foster learner autonomy

through technology. This part is divided into three chapters, each of which concentrates on

different points in promoting autonomy in language learners.

A significant

emphasis in this chapter is that learners should be provided with sufficient training on the use

of technology on their own and guidance in developing a capacity for autonomous language

learning as this capacity would not come to the students naturally

Part 2 ends with a chapter on exploring the topic from the perspective of resource and

environment design, which includes material and tool design, and the construction of the

learning environment.

The most notable part in this section is the design

principles in relation to the characteristics of out-of-class learning, a relatively less charted area.

Based on the various research findings, the author effectively summarizes the properties of

technology-enhanced materials aimed to be used in language learning beyond the school setting.

Text

Picture

Part Three: Researching Out-of-Class Autonomous Language Learning with Technology

Topic 4

The last part of the book takes an in-depth look at the research efforts made so far within the

context of out-of-class autonomous language learning with technology.

Studies on profiling the learners

through investigating nature of and variations in autonomous language learning, learner

interaction with technology and their construction of learning ecology represent the area of

relatively more intense interest and research activity.

Readers

are advised to examine the tables presented throughout the chapter to have a quick

understanding of what has been done so far and what should be done in the future research

Conclusion

Topic 5

In conclusion, we can see that there are useful digital resources for teachers and students to learn languages, not only in their schools but outside of them.

Now teachers must focus on how to teach or how to use digital magazines or digital libraries, doing a lot of research, because the student can learn better with his own way, time, effort, it is not just the teacher, he supports him, but now the student wants to learn. Technology-enabled language learning is particularly useful as it provides in-depth, detailed guidance for

those involved or willing to participate.

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