Elements of High-Quality Teaching in Learner Autonomy Development: a Case of Undergraduate Online Linguistic Courses

Kód výsledku v 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>

Výsledek na webu

<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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Jazyk výsledku

angličtina

Název v původním jazyce

Elements of High-Quality Teaching in Learner Autonomy Development: a Case of Undergraduate Online Linguistic Courses

Popis výsledku v původním jazyce

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&apos; 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&apos; intrinsic motivation was judged by mostrespondents as ineffective and/or causing learning difficulties.

Název v anglickém jazyce

Elements of High-Quality Teaching in Learner Autonomy Development: a Case of Undergraduate Online Linguistic Courses

Popis výsledku anglicky

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&apos; 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&apos; intrinsic motivation was judged by mostrespondents as ineffective and/or causing learning difficulties.

Druh

J_ost - Ostatní články v recenzovaných periodicích

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2022

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Studie z aplikované lingvistiky / Studies in Applied Linguistics [online]

ISSN

2336-6702

e-ISSN

2336-6702

Svazek periodika

13

Číslo periodika v rámci svazku

2

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

21

Strana od-do

65-85

Kód UT WoS článku

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EID výsledku v databázi Scopus

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