Young Adolescents' Out-of-Class Language Learning and Their Degree of Autonomy: Insights from Visual and Verbal Narratives
In: Innovation in Language Learning and Teaching, Jg. 17 (2023), Heft 5, S. 909-931
academicJournal
Zugriff:
Purpose: Language learning is often conceptualized as a cognitive, psycholinguistic or pedagogical process confined to formal classroom contexts. Scant attention is paid to the autonomy of young learners in out-of-class situations. Methodology: Using an emic approach, this study attempts to fill the research gap by analyzing the visual and verbal narratives of 60 eighth graders in Hong Kong. A comprehensive coding scheme was developed to gauge their degree of autonomy and its intricate relationships with their out-of-class language learning experiences. Findings: Compared to their less autonomous counterparts, the highly autonomous learners are found to engage in more informal and solitary activities, set concrete goals that appeal to them and employ meta-cognitive strategies to facilitate their language learning. Originality: From a methodological standpoint, multi-modal narratives appear to be effective in tapping students' beliefs and experiences, as this allows the unobstructed flow of their own voices.
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Young Adolescents' Out-of-Class Language Learning and Their Degree of Autonomy: Insights from Visual and Verbal Narratives
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Autor/in / Beteiligte Person: | Cheung, Anisa |
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Zeitschrift: | Innovation in Language Learning and Teaching, Jg. 17 (2023), Heft 5, S. 909-931 |
Veröffentlichung: | 2023 |
Medientyp: | academicJournal |
ISSN: | 1750-1229 (print) ; 1750-1237 (electronic) |
DOI: | 10.1080/17501229.2023.2195381 |
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