Speaker
Abstract section 4: Outcomes/results
Findings indicate that heuristic learning tasks increased student engagement and classroom participation. Students showed greater willingness to communicate in English and increased use of self-regulated learning strategies, including planning, monitoring, and reflecting on progress. Learner reflections revealed growing confidence and a shift from passive task completion toward active exploration of language use. These results suggest heuristic learning strategies can empower low-proficiency EFL learners by fostering agency and strategic engagement. This study offers insights into how heuristic pedagogy can support independent language learning beyond the classroom.
Abstract section 5: References
Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70. https://doi.org/10.1207/s15430421tip4102_2
Abstract section 2: Contribution/research questions
This study investigates how heuristic learning strategies can support the development of learner agency among low-proficiency EFL students. The research addresses the following questions:
1) How do heuristic classroom tasks influence learner engagement and participation among low-proficiency undergraduate EFL students?
2) How do these tasks affect students’ use of learning strategies associated with self-regulated learning?
3) What changes in learner confidence and autonomy are observed during the course?
Abstract section 3: Content/method
The study was conducted in a semester-long English communication course at a private university in Thailand involving Chinese undergraduate students with low English proficiency. Instruction incorporated heuristic learning activities, including guided discovery tasks, collaborative problem-solving activities, and reflective learning journals. A mixed-methods approach was used. Data were collected through classroom observations, learner reflections, and pre- and post-course questionnaires examining learner engagement, strategy use, and perceptions of autonomy.
Abstract section 1: Relevance
Many university EFL learners with low English proficiency remain dependent on teacher-directed instruction and demonstrate limited learner agency. Developing learners’ ability to take responsibility for their learning has therefore become an important focus in language education, particularly within research on learner autonomy and self-regulated learning. Heuristic learning approaches, which emphasize discovery, questioning, and problem solving, provide a pedagogical framework that encourages active learner engagement and strategic thinking. However, their application in low-proficiency EFL contexts remains underexplored. This presentation addresses this gap by examining how heuristic learning strategies can empower low-proficiency learners to participate more actively in the language learning process.
| Title | Empowering Low-Proficiency EFL Learners Through Heuristics |
|---|---|
| Teaching Context | College and university education |