Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14750%2F23%3A00130732" target="_blank" >RIV/00216224:14750/23:00130732 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners

Popis výsledku v původním jazyce

The Council of Europe regards the development of learner autonomy as one of the keystones of education for democratic citizenship and lifelong learning (Council of Europe 2011). The independent learning and self-regulation skills required at university level, let alone independent online learning such as during Covid-19 pandemic times, present a specific set of challenges and requirements for learners. The concept of learner autonomy holds particular importance for deaf and hard of hearing (DHH) learners who tend to employ dependent learning styles. Yet precisely low levels of learner autonomy alongside social and literacy issues represent key factors in academic failure (Scherer &amp; Walter, 1988). After providing a short introduction into the specifics of DHH learners and their characteristics, the paper discusses possible approaches to fostering DHH learners’ autonomy, giving importance to motivational factors, effective strategy investment, progressive assuming of responsibility for one’s learning, self-reflection and confidence building. Examples are based on the authors’ teaching practice, and particularly their experience with the e-learning course Online English for International Mobilities.

Název v anglickém jazyce

Aware and autonomous : Raising learner autonomy in deaf and hard of hearing learners

Popis výsledku anglicky

The Council of Europe regards the development of learner autonomy as one of the keystones of education for democratic citizenship and lifelong learning (Council of Europe 2011). The independent learning and self-regulation skills required at university level, let alone independent online learning such as during Covid-19 pandemic times, present a specific set of challenges and requirements for learners. The concept of learner autonomy holds particular importance for deaf and hard of hearing (DHH) learners who tend to employ dependent learning styles. Yet precisely low levels of learner autonomy alongside social and literacy issues represent key factors in academic failure (Scherer &amp; Walter, 1988). After providing a short introduction into the specifics of DHH learners and their characteristics, the paper discusses possible approaches to fostering DHH learners’ autonomy, giving importance to motivational factors, effective strategy investment, progressive assuming of responsibility for one’s learning, self-reflection and confidence building. Examples are based on the authors’ teaching practice, and particularly their experience with the e-learning course Online English for International Mobilities.

Druh

D - Stať ve sborníku

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

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2023

Kód důvěrnosti údajů

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

Název statě ve sborníku

Participatory Pedagogies in Language Learning : Best Practice and Case Studies

ISBN

9788075921635

ISSN

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e-ISSN

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Počet stran výsledku

9

Strana od-do

40-48

Název nakladatele

University of Chemistry and Technology in Prague

Místo vydání

Praha

Místo konání akce

Praha

Datum konání akce

1. 1. 2022

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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