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Collaborative learner autonomya mode...

Blidi, Soufiane.

Collaborative learner autonomya mode of learner autonomy development /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Collaborative learner autonomyby Soufiane Blidi.
其他題名:	a mode of learner autonomy development /
作者:	Blidi, Soufiane.
出版者:	Singapore :Springer Singapore :2017.
面頁冊數:	xxxii, 231 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Learner autonomy.
Online resource:	http://dx.doi.org/10.1007/978-981-10-2048-3
ISBN:	9789811020483$q(electronic bk.)

Collaborative learner autonomya mode of learner autonomy development /
Blidi, Soufiane.

Collaborative learner autonomya mode of learner autonomy development /[electronic resource] :by Soufiane Blidi. - Singapore :Springer Singapore :2017. - xxxii, 231 p. :ill., digital ;24 cm.

Introduction -- Archaeology of the Concept of Autonomy -- Contextual and Implementation Perspective of Autonomous Learning -- Research Methodology -- Impact of Learners' Perception on the Implementation of Autonomous Learning -- Impact of Teachers' and HEIs' Practices on the Development of Learner Autonomy -- CLA: Learner Autonomy Redefined in the OMANI Context -- Conclusion.

The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the context of English Language Teaching (ELT) at tertiary level in Oman, and in similar contexts in the Middle East and North Africa (MENA) region. This investigation presents learners' positive perceptions of learner autonomy and their readiness to adopt related practices. Building on findings from these RCs, the book introduces collaborative learner autonomy (CLA) as a novel concept of learner autonomy for use in educational contexts in the MENA region. As a concept of gradual development of learner autonomy, the CLA represents a new dynamic learner autonomy development process consisting of individual, competitive, collaborative, and autonomous stages. The CLA advocated in the book emphasizes the constructive role of teachers and educational institutions can play with other stakeholders in developing autonomy in their learners. The book also suggests that it is a shared responsibility that students, teachers, educational establishments, families, society and the educational systems should assume in a spirit of partnership.

ISBN: 9789811020483$q(electronic bk.)

Standard No.: 10.1007/978-981-10-2048-3doiSubjects--Topical Terms:

290197
Learner autonomy.

LC Class. No.: P53.457

Dewey Class. No.: 418.0071

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505 0 $a Introduction -- Archaeology of the Concept of Autonomy -- Contextual and Implementation Perspective of Autonomous Learning -- Research Methodology -- Impact of Learners' Perception on the Implementation of Autonomous Learning -- Impact of Teachers' and HEIs' Practices on the Development of Learner Autonomy -- CLA: Learner Autonomy Redefined in the OMANI Context -- Conclusion.
520 $a The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the context of English Language Teaching (ELT) at tertiary level in Oman, and in similar contexts in the Middle East and North Africa (MENA) region. This investigation presents learners' positive perceptions of learner autonomy and their readiness to adopt related practices. Building on findings from these RCs, the book introduces collaborative learner autonomy (CLA) as a novel concept of learner autonomy for use in educational contexts in the MENA region. As a concept of gradual development of learner autonomy, the CLA represents a new dynamic learner autonomy development process consisting of individual, competitive, collaborative, and autonomous stages. The CLA advocated in the book emphasizes the constructive role of teachers and educational institutions can play with other stakeholders in developing autonomy in their learners. The book also suggests that it is a shared responsibility that students, teachers, educational establishments, families, society and the educational systems should assume in a spirit of partnership.
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