The study employed a mixed method research design to investigate the self-perceived levels of learners’ autonomy at institution where researcher works. also explores teachers’ support in fostering students’ autonomy. In addition, attempts determine relationship between genders, learning styles and main findings reveal that level was conducted medium (M = 2.66 out 5.0 scale). terms perception th...

Successful second language acquisition presumes a sustained active involvement of the learner. The approach suggested is to complement and enhance the strategic teaching of new language. Development of students’ autonomy through focused augmentation of awareness in language learning in general and individual learning style in particular is emphasized. Detailed description of implementation and ...

This article reports classroom research on learners’ perspectives on Web-based instruction that utilizes the Blackboard course management system. The Webbased instruction aims to provide and support collaborative learning while fostering learners’ autonomy and accountability. The article also provides a description of the course design along with task-based activities. The results drawn from th...

Learner autonomy is recognised as being associated with effective and successful learning. Whilst significant scholarship has focused on individual learner autonomy, a review of the literature indicates that interdependence social dimension are largely under-researched. The primary objective this study to examine how learners engaged in collaborative inquiry outside classroom utilising an async...

the salient, and often ignored, role that out-of-class learning plays in second/foreign language (l2) learners’ development is overshadowed by classroom research. the main aim of this study is to problematize the role of out-of-class learning in the specific english-as-foreign-language (efl) context of iran by examination of the ways in which four learners attempted to revamp their english lang...

humanizing language learning materials helps language teachers to design activities that are linked to learn- ers’ lives and experiences. this can result in higher motivation and engagement in the process of foreign language learning. self-determination theory-based instruction enhances learners’ engagement and motiva- tion through supporting the basic psychological needs for autonomy, competen...

Teacher-learner autonomy, by analogy with previous definitions of language learner autonomy, might be defined as the ability to develop appropriate skills, knowledge and attitudes for oneself as a teacher, in cooperation with others. By focusing on the teacher as learner in this manner I do not mean to diminish the importance of ‘being free from constraints on one’s teaching’, i.e. teacher auto...

We present a web-based TTS facility, which will eventually provide for the major dialects of Irish. It, along with an ancillary toolkit of language resources, is increasingly being exploited in diverse teaching/learning environments. Further synthesis-based interactive educational platforms are described which are geared to specific learning tasks. These educational applications facilitate a de...