BibTex RIS Kaynak Göster

Fostering Learner Autonomy through Extensive Reading: The Case of Oral Book Reports

Yıl 2013, Cilt: 2 Sayı: 1, 16 - 25, 02.01.2014

Öz

 

For the English as a foreign language context, one of the prevalent challenges faced is that the learners come to the class, wait to be taught and stop thinking about English as soon as they leave the classroom at the end of the school day. Extensive reading in many studies is suggested as a way to overcome this obstacle. Yet, how to foster learner autonomy through extensive reading is still a matter of discussion. Additionally, an extensive reading program, which does not include learner’s choice in selecting the material, will likely to be inconclusive. Having this in mind, this paper will report on foreign language learners’ and teachers’ perceptions regarding oral book report, a medium to promote learner autonomy in extensive reading courses across the English curriculum. This paper will also present the results of a case study where learners chose the graded reader and prepared an oral book report presentation to share their ideas with their peers. Data came from reflection papers, which foreign language learners kept for the purpose of this study, and semi-structured interviews carried out with learners and teachers of a language preparatory program at an English-medium private university located in Istanbul, Turkey. Findings and implications will be discussed in detail. 

Kaynakça

  • Bayat, Ö. (2011). The effects of out-of-class use of English on autonomy perception (pp. 107- 114). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Longman Pearson Education.
  • Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, (36)2, 11-16.
  • De León, G. L. de G. (2010). Learner autonomy in language learning? Is that posible? Memorıas Del Vı Foro De Estudıos En Lenguas Internacıonal, 289-297.
  • Dickinson, L. (1995). Autonomy and motivation: A literature review. System, (23)2, 165-174.
  • Dişlen, G. (2011). Exploration of How Students Perceive Autonomous Learning in an EFL Context. http://ilac2010.zirve.edu.tr Gaziantep: Zirve University. Retrieved from
  • Grabe, W. (1986). The transition from theory to practice in teaching reading. In F. Dubin, D. E. Eskey & W. Grabe (Eds.), Teaching second language reading for academic purposes (pp. 25-48). Reading, MA: Addison Wesley.
  • Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.
  • Imrie, A. (2007). Autonomy across the English curriculum through extensive reading. Proceedings of the Independent Learning Association Conference, Kanda University, Japan.
  • Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.
  • Little, D. (1991)Learner autonomy: drawing together the threads of self-assessment, goal- setting and reflection, Retrieved from http://archive.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/06/06%20Supplementary %20text.pdf
  • Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.
  • Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions(pp. 4-14). Harlow: Longman
  • Thanasolus, D. (2000). Autonomy and Learning: An Epistemological Approach. Applied
  • Semiotics, 10, 115-131.
  • Tok, H. (2011). Autonomous Language Learning: Turkish tertiary students’ behaviours (137- 146). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
  • Tütüniş, B. (2011). Changing Teacher Beliefs and Attitudes Towards Autonomous Learning (161-165).Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
  • Zarei, A. A. & Gahremani, K. (2010). On the relationship between learner autonomy and
  • reading comprehension, TELL, 3(10).
Yıl 2013, Cilt: 2 Sayı: 1, 16 - 25, 02.01.2014

Öz

Kaynakça

  • Bayat, Ö. (2011). The effects of out-of-class use of English on autonomy perception (pp. 107- 114). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
  • Benson, P. (2001). Teaching and Researching Autonomy in Language Learning. Harlow: Longman Pearson Education.
  • Brown, D. (2012). Online support systems for extensive reading: Managing the tension between autonomy and institutional education. The Language Teacher, (36)2, 11-16.
  • De León, G. L. de G. (2010). Learner autonomy in language learning? Is that posible? Memorıas Del Vı Foro De Estudıos En Lenguas Internacıonal, 289-297.
  • Dickinson, L. (1995). Autonomy and motivation: A literature review. System, (23)2, 165-174.
  • Dişlen, G. (2011). Exploration of How Students Perceive Autonomous Learning in an EFL Context. http://ilac2010.zirve.edu.tr Gaziantep: Zirve University. Retrieved from
  • Grabe, W. (1986). The transition from theory to practice in teaching reading. In F. Dubin, D. E. Eskey & W. Grabe (Eds.), Teaching second language reading for academic purposes (pp. 25-48). Reading, MA: Addison Wesley.
  • Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.
  • Imrie, A. (2007). Autonomy across the English curriculum through extensive reading. Proceedings of the Independent Learning Association Conference, Kanda University, Japan.
  • Little, D. (1991). Learner Autonomy 1: Definitions, Issues and Problems. Dublin: Authentik.
  • Little, D. (1991)Learner autonomy: drawing together the threads of self-assessment, goal- setting and reflection, Retrieved from http://archive.ecml.at/mtp2/Elp_tt/Results/DM_layout/00_10/06/06%20Supplementary %20text.pdf
  • Nation, I. S. P. (2009). Teaching ESL/EFL reading and writing. New York: Routledge.
  • Sinclair, B. (2000). Learner autonomy: The next phase? In B. Sinclair, I. McGrath & T. Lamb (Eds.), Learner autonomy, teacher autonomy: Future directions(pp. 4-14). Harlow: Longman
  • Thanasolus, D. (2000). Autonomy and Learning: An Epistemological Approach. Applied
  • Semiotics, 10, 115-131.
  • Tok, H. (2011). Autonomous Language Learning: Turkish tertiary students’ behaviours (137- 146). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
  • Tütüniş, B. (2011). Changing Teacher Beliefs and Attitudes Towards Autonomous Learning (161-165).Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
  • Zarei, A. A. & Gahremani, K. (2010). On the relationship between learner autonomy and
  • reading comprehension, TELL, 3(10).
Toplam 19 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm ELT Research Journal
Yazarlar

Enisa Mede

Görsev İnceçay

Volkan İnceçay

Yayımlanma Tarihi 2 Ocak 2014
Gönderilme Tarihi 12 Aralık 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 2 Sayı: 1

Kaynak Göster

APA Mede, E., İnceçay, G., & İnceçay, V. (2014). Fostering Learner Autonomy through Extensive Reading: The Case of Oral Book Reports. ELT Research Journal, 2(1), 16-25.