Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context

This dissertation investigates the relationship between Computer-Assisted Language Learning (CALL) and language-learning approaches. In this sense, Language Learning Autonomy (LLA) seems to be the most preferred candidate by researchers in order to become the suitable approach in order to make the m...

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Detalhes bibliográficos
Autor: Ruiz Madrid, Maria Noelia
Formato: tesis doctoral
Estado:Versión publicada
Fecha de publicación:2005
País:España
Recursos:CBUC, CESCA
Repositorio:TDR. Tesis Doctorales en Red
OAI Identifier:oai:www.tdx.cat:10803/10440
Acesso em linha:http://www.tdx.cat/TDX-1020105-102726
http://hdl.handle.net/10803/10440
Access Level:acceso abierto
Palavra-chave:case-study
language teaching-learning
Computer-Assisted Language Learning (CALL)
learner autonomy
English as a Foreign Language (EFL)
Inglés
004
378
81
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network_name_str España
repository_id_str
dc.title.none.fl_str_mv Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
title Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
spellingShingle Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
Ruiz Madrid, Maria Noelia
case-study
language teaching-learning
Computer-Assisted Language Learning (CALL)
learner autonomy
English as a Foreign Language (EFL)
Inglés
004
378
81
title_short Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
title_full Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
title_fullStr Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
title_full_unstemmed Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
title_sort Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language Context
dc.creator.none.fl_str_mv Ruiz Madrid, Maria Noelia
author Ruiz Madrid, Maria Noelia
author_facet Ruiz Madrid, Maria Noelia
author_role author
dc.contributor.none.fl_str_mv Villlanueva Alfonso, Mª Luisa
Coll Garcia, Joan Francesc
Universitat Jaume I. Departament de Filologia Anglesa i Romànica
dc.subject.none.fl_str_mv case-study
language teaching-learning
Computer-Assisted Language Learning (CALL)
learner autonomy
English as a Foreign Language (EFL)
Inglés
004
378
81
topic case-study
language teaching-learning
Computer-Assisted Language Learning (CALL)
learner autonomy
English as a Foreign Language (EFL)
Inglés
004
378
81
description This dissertation investigates the relationship between Computer-Assisted Language Learning (CALL) and language-learning approaches. In this sense, Language Learning Autonomy (LLA) seems to be the most preferred candidate by researchers in order to become the suitable approach in order to make the most out of technology (Blin, 1999; Little, 2001; Littlemore, 2003; The European Directorate General of Education and Culture, 2003; sanz, 2003; Villanueva, 2003). The increasing research on this specific field and the theoretical reflections derived from it over the last decade constitutes the framework of our study. Following previous studies (Beatty, 2003; Chapelle, 2003; Alessi, 2001; Marqués, 1995, 2001; Rushby, 1997; Shin and Wastell, 1998; Blin, 1999; Holliday, 1999; Hoven, 1997, 1999; Murray, 1998; Sanz, 2003), the aim of the present study is to examine to what extent an approach to language learning autonomy from a socioconstructivist perspective can effectively inform the design of a specific language learning package taht promotes both autonomising behaviours and positive attitudes in learners. With these reflections in mind, three aspects underline the present study, namely 1) the need to carry out qualitative studies in order to inform a theoretical framework for CALL development, 2) the need to focus on the relationship between CALL and LLA and 3) the need to examine the "teachibility"of learner autonomy by means of a language learning package designed for this specific purpose. This context motivated the following actions: 1) to design a pilot application based upon autonomising criteria (TADLA: Technology Applied to the Development of Learner Autonomy); 2) to test this design with learners with a specific learner style regarding their learner autonomy degree. And finally 3) to compare the results obtained in the tests of other language learning package (Communicate and Connect, 2003).<br/>The results obtained in the case-study confirm that the criteria upon which the design of TADLA is based could be considered the requirements that enable the integration of autonomising strategies within the learning activities. In this sense, attention to learning styles, implementation of authentic materials, the possibility of transfer and a discursive approach among others are suitable criteria for the development of attitudes that could lead to a later development of learner autonomy.
publishDate 2005
dc.date.none.fl_str_mv 2005
2005
2005
2011
dc.type.none.fl_str_mv info:eu-repo/semantics/doctoralThesis
info:eu-repo/semantics/publishedVersion
format doctoralThesis
status_str publishedVersion
dc.identifier.none.fl_str_mv http://www.tdx.cat/TDX-1020105-102726
http://hdl.handle.net/10803/10440
url http://www.tdx.cat/TDX-1020105-102726
http://hdl.handle.net/10803/10440
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Universitat Jaume I
publisher.none.fl_str_mv Universitat Jaume I
dc.source.none.fl_str_mv TDX (Tesis Doctorals en Xarxa)
reponame:TDR. Tesis Doctorales en Red
instname:CBUC, CESCA
instname_str CBUC, CESCA
reponame_str TDR. Tesis Doctorales en Red
collection TDR. Tesis Doctorales en Red
repository.name.fl_str_mv
repository.mail.fl_str_mv
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spelling Learner Autonomy in Computer-Assisted Language Learning. A comparative case-study of learners' behaviours in the English as a Foreign Language ContextRuiz Madrid, Maria Noeliacase-studylanguage teaching-learningComputer-Assisted Language Learning (CALL)learner autonomyEnglish as a Foreign Language (EFL)Inglés00437881This dissertation investigates the relationship between Computer-Assisted Language Learning (CALL) and language-learning approaches. In this sense, Language Learning Autonomy (LLA) seems to be the most preferred candidate by researchers in order to become the suitable approach in order to make the most out of technology (Blin, 1999; Little, 2001; Littlemore, 2003; The European Directorate General of Education and Culture, 2003; sanz, 2003; Villanueva, 2003). The increasing research on this specific field and the theoretical reflections derived from it over the last decade constitutes the framework of our study. Following previous studies (Beatty, 2003; Chapelle, 2003; Alessi, 2001; Marqués, 1995, 2001; Rushby, 1997; Shin and Wastell, 1998; Blin, 1999; Holliday, 1999; Hoven, 1997, 1999; Murray, 1998; Sanz, 2003), the aim of the present study is to examine to what extent an approach to language learning autonomy from a socioconstructivist perspective can effectively inform the design of a specific language learning package taht promotes both autonomising behaviours and positive attitudes in learners. With these reflections in mind, three aspects underline the present study, namely 1) the need to carry out qualitative studies in order to inform a theoretical framework for CALL development, 2) the need to focus on the relationship between CALL and LLA and 3) the need to examine the "teachibility"of learner autonomy by means of a language learning package designed for this specific purpose. This context motivated the following actions: 1) to design a pilot application based upon autonomising criteria (TADLA: Technology Applied to the Development of Learner Autonomy); 2) to test this design with learners with a specific learner style regarding their learner autonomy degree. And finally 3) to compare the results obtained in the tests of other language learning package (Communicate and Connect, 2003).<br/>The results obtained in the case-study confirm that the criteria upon which the design of TADLA is based could be considered the requirements that enable the integration of autonomising strategies within the learning activities. In this sense, attention to learning styles, implementation of authentic materials, the possibility of transfer and a discursive approach among others are suitable criteria for the development of attitudes that could lead to a later development of learner autonomy.Universitat Jaume IVilllanueva Alfonso, Mª LuisaColl Garcia, Joan FrancescUniversitat Jaume I. Departament de Filologia Anglesa i Romànica2011200520052005info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttp://www.tdx.cat/TDX-1020105-102726http://hdl.handle.net/10803/10440TDX (Tesis Doctorals en Xarxa)reponame:TDR. Tesis Doctorales en Redinstname:CBUC, CESCAInglésADVERTIMENT. L'accés als continguts d'aquesta tesi doctoral i la seva utilització ha de respectar els drets de la persona autora. Pot ser utilitzada per a consulta o estudi personal, així com en activitats o materials d'investigació i docència en els termes establerts a l'art. 32 del Text Refós de la Llei de Propietat Intel·lectual (RDL 1/1996). Per altres utilitzacions es requereix l'autorització prèvia i expressa de la persona autora. En qualsevol cas, en la utilització dels seus continguts caldrà indicar de forma clara el nom i cognoms de la persona autora i el títol de la tesi doctoral. No s'autoritza la seva reproducció o altres formes d'explotació efectuades amb finalitats de lucre ni la seva comunicació pública des d'un lloc aliè al servei TDX. Tampoc s'autoritza la presentació del seu contingut en una finestra o marc aliè a TDX (framing). Aquesta reserva de drets afecta tant als continguts de la tesi com als seus resums i índexs.info:eu-repo/semantics/openAccessoai:www.tdx.cat:10803/104402026-06-14T12:46:07Z
score 15,301603

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