期刊
IEEE ACCESS
卷 7, 期 -, 页码 71493-71499出版社
IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
DOI: 10.1109/ACCESS.2019.2918756
关键词
Learner autonomy; collaborative learning; group-work; Pakistani learning culture; English language learning
Learner autonomy in language classrooms received researchers' attention quite recently. The research intends to explore the prospects of promoting autonomy in Pakistani learners through collaborative tasks. The sample consists of 16 teachers working in public sector Engineering universities of Punjab. Aqualitative approach and interpretive paradigm were selected for the present study. The role of collaborative learning in developing autonomy in learners is explored through gathering teachers' beliefs using semi-structured interviews and observing their practices in the classrooms. A constructivist's lens was employed in collecting and analyzing data. The findings show that teachers believe that collaborative learning is inculcating independence, responsibility, confidence, motivation, skills, and positive interdependence which are required for autonomy promotion. They also believe that collaborative tasks, famous among Pakistani learners and few teachers, can be utilized as the right medium in autonomy development. However, class-observations do not depict a promising situation. Teachers are found inclined towards traditional teaching pedagogy, and collaborative tasks are found lacking true spirit.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据