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A study on the self-directed classroom learning in the university setting.

  • Modern English Education
  • Abbr : MEESO
  • 2013, 14(2), pp.189-212
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

Keumsun Kim 1

1서강대학교

Accredited

ABSTRACT

As learner autonomy has become a key feature in the field of language learning, a variety of learner practices have been introduced. In the case of Korea, interest in learner autonomy increased with growing focus on learner-centered approach. However, how to realize learner autonomy in the classroom setting is still controversial. The purpose of this study is to suggest self-directed classroom learning as a way for fostering learner autonomy. The three stages of self-directed classroom learning were designed as well as a log book and implemented in the spring semester of 2012. A total number of 13 university students were engaged in this program. Three different sources were used and analyzed to investigate the effectiveness of the program: surveys,documents in the portfolios and the students’ log books and the participation level. The results showed some positive signs of the students’ increased learner autonomy: they set their learning plans and completed learning actions responsibly. Several implications to the field of Korean English education were discussed.

Citation status

* References for papers published after 2022 are currently being built.

This paper was written with support from the National Research Foundation of Korea.