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RT Book, Whole SR Electronic DC OPAC T1 Collaborative Learner Autonomy : A Mode of Learner Autonomy Development / by Soufiane Blidi A1 Blidi, Soufiane A1 SpringerLink (Online service) YR 2017 FD 2017 SP XXXII, 231 p. 57 illus., 56 illus. in color K1 Learning, Psychology of K1 Language and languages -- Study and teaching K1 Teachers -- Training of K1 Instructional Psychology K1 Language Education K1 Teaching and Teacher Education ED 1st ed. 2017. PB Springer Nature Singapore : Imprint: Springer PP Singapore SN 9789811020483 LA English (英語) CL LCC:LB1060-1077 CL DC23:370.15 NO 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 NO 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 NO HTTP:URL=https://doi.org/10.1007/978-981-10-2048-3 NO 書誌ID=EB16357044; LK [E Book]https://doi.org/10.1007/978-981-10-2048-3 OL 30