Elements of High-Quality Teaching in Learner Autonomy Development: a Case of Undergraduate Online Linguistic Courses
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F22%3A10456284" target="_blank" >RIV/00216208:11410/22:10456284 - isvavai.cz</a>
Result on the web
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=YmwNrMKxhP" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=YmwNrMKxhP</a>
DOI - Digital Object Identifier
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Alternative languages
Result language
angličtina
Original language name
Elements of High-Quality Teaching in Learner Autonomy Development: a Case of Undergraduate Online Linguistic Courses
Original language description
The proposed study addresses two research questions: a) what characterises high-quality teachingof English linguistics in a virtual learning environment and b) whether teacher-designed learner autonomy development is reflected in student-led progress tracking and perceived academic achievement by undergraduate pre-service EFL teachers in the specific conditions and context of two semesters constrained by the Covid-19 pandemics. Our understanding of learner autonomy and itsdevelopment as a shared teacher-student responsibility is primarily informed by the conceptualframeworks of caring teaching and dialogic pedagogy. We employed a mixed-method research design drawing primarily on the quantitative data collected via three online questionnaires throughout the academic year 2020/2021 in combination with action research strategies. The gathered datafocused on students' engagement with learning and the difficulties encountered in the learningprocess including the state of their well-being and perceived achievement. One of the most salienttrends we observed in our data samples was a consistent acknowledgement of personal responsibility for learning outcomes. However, unconstrained learner autonomy without ongoing teacherparticipation and overt teacher reliance on the students' intrinsic motivation was judged by mostrespondents as ineffective and/or causing learning difficulties.
Czech name
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Czech description
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Classification
Type
J<sub>ost</sub> - Miscellaneous article in a specialist periodical
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Data specific for result type
Name of the periodical
Studie z aplikované lingvistiky / Studies in Applied Linguistics [online]
ISSN
2336-6702
e-ISSN
2336-6702
Volume of the periodical
13
Issue of the periodical within the volume
2
Country of publishing house
CZ - CZECH REPUBLIC
Number of pages
21
Pages from-to
65-85
UT code for WoS article
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EID of the result in the Scopus database
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