TY  - JOUR
TT  - PROMOTING LEARNER AUTONOMY THROUGH CLIL CLASSES IN HIGHER EDUCATION
AU  - Markovıć, Ljiljana
AU  - Prnjat, Zorica
AU  - Vraneš, Aleksandra
PY  - 2016
DA  - May
JF  - The Eurasia Proceedings of Educational and Social Sciences
JO  - EPESS
PB  - ISRES Publishing
WT  - DergiPark
SN  - 2587-1730
SP  - 444
EP  - 447
VL  - 4
KW  - Learner autonomy
KW  - CLIL
KW  - higher education
KW  - geosciences
KW  - environmental sciences
N2  - :In this paper, we present a CLIL module that combines teaching of English andcontent related to environmental and geosciences. This is an experimental CLILmodule devised and implemented at the Faculty of Geography, University ofBelgrade with the second-year students of the Environmental Sciences Departmentand Geography Department. The organization and development of the module wasconditioned by the students’ needs, motivation and interests, their foreignlanguage proficiency and their prior education. The main objective of themodule was to promote learner autonomy. Students themselves selected the topicsthey wanted to study. The general themes were climate change, environmentaldevastation and water scarcity. Students had to find information on theseissues and come up with possible solutions, which they presented to theirclassmates. They were assigned to write an essay on a selected topic andprepare a presentation for the class. Unlike teacher-centered environments inwhich students are given grades, in this CLIL module the assessment wasperformed by the students themselves. They evaluated their own learning,monitored their progress and assessed the achievement together with theirclassmates. 
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UR  - https://dergipark.org.tr/en/pub/epess/issue//334183
L1  - https://dergipark.org.tr/en/download/article-file/334310
ER  -