Speaker
KEYWORDS
Online Learning Resources
ABSTRACT
Nowadays many publishers offer textbooks with access to additional online activities designed to be completed outside the classroom. Online self-access resources could potentially have a great impact on students' language learning. Research suggests that "self-study, self-access and independent learning are forms of learning that could be interwoven into learners' autonomous learning experience" (Lai, 2017, p.19). However, to what extent do online textbook components really provide opportunity for meaningful and effective self-study that promotes autonomous learning?
This poster presentation will examine undergraduate university students' experiences of independent study using the online components of two textbooks: Q Skills for Success (Oxford) and University Success (Pearson). Through qualitative and quantitative analysis, the research compares responses from two perspectives: motivation and interface usability. Based on these findings, the relationship between online language activities and the development of learner autonomy will be analysed.
The poster will provide practical recommendations to maximise the benefits of online textbook components, to help students develop greater agency over their independent learning journey, and also comment on the potential role of educators in supporting self-directed learning.
Lai, Chun. (2017). Autonomous Language Learning with Technology: Advances in Digital Language Learning and Teacher. Bloomsbury.
| TITLE | Do Online Textbook Components Foster Language Learner Autonomy? |
|---|---|
| RELEVANT SIG | Computer Assisted Language Learning (CALL) |
| FORMAT | In-person interactive poster session |
