Learners' autonomy
Autonomy is a way of making a learner independent. As Chinese proverb, it is an approach of teaching students fishing themselves. As a result, they are controller (Cotterall, 1995) and in charge of their learning themselves. Originally the term learner's autonomy in education was defined by Holec as an ability to take charge of one's own learning (as cited in Dang, 2012). This definition later elaborated as not being "inborn but must be acquired" by formal education practice (Holec, 1981, p. 3). Later "ability and take charge of" were often replaced by "capacity and take responsibility for" respectively. It has been perceived and translated in many ways. For example ability of knowing how to learn (Wenden, 1991), ability …show more content…
As opposed to traditional formal education, learners don’t have to go to schools or university only to learn language or they could not only learn English language with the help of teacher and books. Now, they can sit comfortably at home and learn better language. I shall use technology based approach which emphasizes independent interaction of educational technologies like cell phones, laptop etc. Resource based approach and technology based approaches were proved very useful in mandarin lesson in UK (Wang, 2011). If we provide enough ICT as resources to the learners, they will get more exposure for learning; or it may add variety in learning than the teacher and course books only. Interacting with these ICT resources, learners can learn things independently. In this context, the teacher should not consider students as an empty vessel that need to be filled with the words of wisdom coming from the teachers and course book but view herself as "a helper and instructional designer who leads learners to discover and create their own meanings about the world"(Wang, 2011 p. 276). Thus, teacher's role is also significant in teaching value based use of ICT in the …show more content…
I will use three major constructs of Vygotsky such as a) assertion of learners through social interaction; b) scaffolding as to visualize the strategies of teachers, peers, family members, society for promoting their learning; and c) the zone of proximal development so as to explain the learning gaps of learners.
Learner learning level is identified by providing social problems to be solved then the teachers or more knowledgeable others might see possible strategies to support the learners to promote their learning. Learning takes place when it creates the zone of proximal development: "it is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers"(Vygotsky, 1978 p. 86). In my study too, learners' learning level is identified by allowing the learners to use ICT devices then the teachers, guardians or peers might search the strategies to teach them the value based use of ICT. They support them as they need. At last, the gaps between known and unknown are minimized and learning takes place. As a result the learner becomes
Autonomy is a way of making a learner independent. As Chinese proverb, it is an approach of teaching students fishing themselves. As a result, they are controller (Cotterall, 1995) and in charge of their learning themselves. Originally the term learner's autonomy in education was defined by Holec as an ability to take charge of one's own learning (as cited in Dang, 2012). This definition later elaborated as not being "inborn but must be acquired" by formal education practice (Holec, 1981, p. 3). Later "ability and take charge of" were often replaced by "capacity and take responsibility for" respectively. It has been perceived and translated in many ways. For example ability of knowing how to learn (Wenden, 1991), ability …show more content…
As opposed to traditional formal education, learners don’t have to go to schools or university only to learn language or they could not only learn English language with the help of teacher and books. Now, they can sit comfortably at home and learn better language. I shall use technology based approach which emphasizes independent interaction of educational technologies like cell phones, laptop etc. Resource based approach and technology based approaches were proved very useful in mandarin lesson in UK (Wang, 2011). If we provide enough ICT as resources to the learners, they will get more exposure for learning; or it may add variety in learning than the teacher and course books only. Interacting with these ICT resources, learners can learn things independently. In this context, the teacher should not consider students as an empty vessel that need to be filled with the words of wisdom coming from the teachers and course book but view herself as "a helper and instructional designer who leads learners to discover and create their own meanings about the world"(Wang, 2011 p. 276). Thus, teacher's role is also significant in teaching value based use of ICT in the …show more content…
I will use three major constructs of Vygotsky such as a) assertion of learners through social interaction; b) scaffolding as to visualize the strategies of teachers, peers, family members, society for promoting their learning; and c) the zone of proximal development so as to explain the learning gaps of learners.
Learner learning level is identified by providing social problems to be solved then the teachers or more knowledgeable others might see possible strategies to support the learners to promote their learning. Learning takes place when it creates the zone of proximal development: "it is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers"(Vygotsky, 1978 p. 86). In my study too, learners' learning level is identified by allowing the learners to use ICT devices then the teachers, guardians or peers might search the strategies to teach them the value based use of ICT. They support them as they need. At last, the gaps between known and unknown are minimized and learning takes place. As a result the learner becomes