autonomous learning

Given the complexity of spoken interaction, acquiring conversation skills has been difficult for most EFL learners, and as EFL classrooms largely depend on hypothetical scripted material, learners lack explicit exposure to naturally occurring language essential for real - life interaction . This paper reports on a quasi - experimental study aiming at assessing the impact of conversation analysis- ( CA ) informed language - in -( natural )- talk log assignments on the development of Thai EFL learners ’ conversation skills . Eighty - eight second - year undergraduates at a university in southern Thailand took part in the study . As part of a monitored self - study task, the participants completed ten language - in - talk log assignments with self - selective use of audiovisuals available online . The quantitative data was collected using pre - and post - test role - plays . The qualitative data was assessed through completed log assignments, close analysis of the role - plays, and written interview for data triangulation . The findings suggested that the log assignment intervention significantly enhance participants ’ conversation abilities, including turn construction, turn delivery , and the sequential organization of turn - taking . The qualitative results also show that via CA - informed requirements of the log assignment, students became more aware of conversation mechanisms and language use in real - life interaction . This paper recommends that language - in - talk log assignments be incorporated into existing EFL conversation lessons .

This article presents the attitude of ESP learners towards the role of Self-Access Language Learning Centres in improving their reading comprehension. It provides an evaluation of the success of these contents as well as an interpretation of students’ understanding of the related concepts. Finally it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning. Both qualitative and quantitative instruments were used to elicit data that give insight into learners’ perceptions of the issues under review. Self-Access Language Learning was evaluated positively by the students, both as a means to improve specialised English and as a means to develop autonomy as well as autonomous learning skills. The study identified a number of factors that contributed to these perceptions. It also revealed that students’ understanding of independent learning is rather shallow. Finally a number of recommendations were made for a successful implementation of Self-Access Language Learning into a curriculum.

This study investigated the effect of CAALL on Iranian EFL learners’ self-efficacy and reading skill development. A convenience sampling was run for the selection of the participants. A sample of 220 advanced EFL learners from four private English language institutes in Iran, participated in this study. Three instruments were used including quick placement test, self-efficacy questionnaire, and reading test. The learners’ self-efficacy questionnaire and reading test were administered to all the participants. CAAL practice was implemented by autonomous and non-autonomous teachers separately for 110 participants (an experimental group and a control group). The experimental group members received CAALL in virtual mode. They were trained by two teachers on how to be autonomous in their reading performance. For the control group members, the reading practice was executed virtually. But they did not receive the practice of CAALL. They have followed the conventional teaching of reading. The practice was presented through WhatsApp Messenger. The treatment of the study was followed for 16 ninety-minute sessions. After the instructional phase, learners’ self-efficacy questionnaire and reading test were administered to all the participants again. This study has some pedagogical contributions for EFL teachers, learners, Language teaching syllabus designers, and language teaching curriculum developers.