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    The evolution of learner autonomy in online environments : a case study in a New Zealand context

    Zhong, Dr. Qunyan ( Maggie)

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    SISAL_2018.pdf (451.8Kb)
    Date
    2018-03
    Citation:
    Zhong, Q. (2018). The evolution of learner autonomy in online environments: A case study in a New Zealand context. Studies in Self-Access Learning Journal, 9(1), 71-85.
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/4417
    Abstract
    With the advent of technologies, language learners are faced with unprecedented opportunities and a wide range of alternatives to engage with in their self-directed learning. However, a review of the literature indicates that studies investigating how learner autonomy is shaped and reshaped in online learning environments are under-researched (Reinders & White, 2016). Using a case study method, the primary objective of this study is to examine how a learner engaged with technology-mediated environments to meet his learning needs and goals and how his autonomy evolved in online environments. A qualitative analysis of the interview data collected at two different timescales reveals new developments in the learner’s autonomous learning. Instead of using limited online materials, the learner became a critical user of multiple online sources. Additionally, the learning conditions he was exposed to in New Zealand fostered an interdependent and social dimension in his autonomous learning. By the end of this research study, he was also found to be more capable of regulating his self-directed study. The results corroborate the argument that the notion of learner autonomy is fluid and dynamic, suggesting that apart from psychological factors of the learner, environmental factors, e.g. the guidance from the teacher and learning conditions also play a critical role in the formation of different dimensions of learner autonomy
    Keywords:
    New Zealand, ESL students in New Zealand, online learning, learner autonomy, autonomous student learning, real-world learning, technology-enhanced language learning (TELL), independent student learning
    ANZSRC Field of Research:
    130207 LOTE, ESL and TESOL Curriculum and Pedagogy (excl. Māori), 130306 Educational Technology and Computing
    Copyright Holder:
    Author
    Copyright Notice:
    This article may be used for research, teaching and private study purposes. Please contact the author for permission to re-print elsewhere.
    Available Online at:
    https://sisaljournal.org/archives/mar18/zhong/
    https://sisaljournal.files.wordpress.com/2018/04/zhong.pdf
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use: Any use you make of these documents or images must be for research or private study purposes only, and you may not make them available to any other person. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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