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|Other Titles:||Using Public Reflective Learning Journals to Promote Autonomy: A Case Study of Advanced English Language Learners|
Department of English, NTNU
This study is a teacher action research aiming to solve problems the researcher has encountered when teaching an English enhancement course for advanced English learners. The implementation of the original private learning journal did not seem to fulfill its goal as a tool to promote learner autonomy. Therefore, when the teacher implemented the course for the second time, a public learning journal was used to provide students with more opportunities to interact with each other. A personal portfolio project, in which the students set a realistic goal, design and execute a learning plan to achieve the goal, was also introduced to complement the use of learning journal. A total of 14 students participated in the study, which lasted for one semester. The results show that the public learning journal is conductive to cultivating interdependence among learners as well as the interdependence between the teacher and the students, helping students become more autonomous learners. However, the results also show that, as students gain more control over the curriculum, the teacher needs to be flexible and resourceful in order to accommodate students’ needs without getting overwhelmed.
|Appears in Collections:||英語教學|
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