Journal
INTERACTIVE LEARNING ENVIRONMENTS
Volume 24, Issue 7, Pages 1629-1646Publisher
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/10494820.2015.1041402
Keywords
activity theory; English for specific purposes; learner autonomy; online learning community; self-directed learning
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Funding
- National Science Council in the Republic of China, Taiwan (NSC) [101-2410-H-224-029-MY2, MOST103-2410-H-224-002]
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Low foreign language achievers in vocational education often have a lack of learning strategies, a tendency to feel frustrated, and unwillingness to be involved. In order to develop vocational college students' autonomy, this study integrated on-site workshops with an online learning community by means of self-directed learning English for specific purposes (ESP). The results show that the online ESP community developed students into autonomous learners by (1) employing resource-based approach to download learning materials for preview and review, (2) utilizing curriculum-based approach to view online photos for monitoring their role-play and interactions in the learning processes and taking e-assessment for evaluating learning progress, and (3) using technology-based approach for interacting with their peers. The students developed learner autonomy to achieve significant better learning outcomes in the post-test. It was implied that self-directed learning with little teacher intervention of integrating on-site and online learning community could develop learner autonomy in ESP.
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