Independent Study Logs: Guiding and Encouraging Students in the Process of Language Learning

Autor/in	Litzler, Mary Frances
Titel	Independent Study Logs: Guiding and Encouraging Students in the Process of Language Learning
Quelle	5 (2014) 5, S.994-998 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Litzler, Mary Frances)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1798-4769
Schlagwörter	Second Language Learning; Second Language Instruction; Feedback (Response); Foreign Countries; English (Second Language); Diaries; Independent Study; Teaching Methods; Learning Activities; Learning Strategies; Student Attitudes; Teacher Attitudes; Language Teachers; Course Descriptions; Difficulty Level; Learning Processes; Employment Opportunities; Teacher Education; Secondary School Teachers; Spain + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Diary; Tagebuch; Selbststudium; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Lehrerverhalten; Language teacher; Sprachunterricht; Kursstrukturplan; Schwierigkeitsgrad; Learning process; Lernprozess; Berufschance; Beschäftigungschance; Lehrerausbildung; Lehrerbildung; Spanien
Abstract	Many people in Spain are studying English in order to find jobs in this country or to migrate as a result of the economic crisis. Language classes, however, are limited in duration and are often not enough to enable students to progress as much as they would like to. Language learners have to spend a considerable amount of time out of class studying and using English in order to get the most out of their class and to continue learning when classes are not in session. This article explains the use of independent study logs to guide and encourage learners in their language learning process during the period in which they attend class with a view towards their becoming more autonomous afterwards. The learners record the activities they do outside the classroom to learn and practice English along with any reactions they have in doing so and, in this way, the instructor can provide weekly or bimonthly feedback on their language learning strategies so that the experience can be more positive and more productive. This paper discusses the process followed along with student and instructor reactions to it, many of which are positive, as well as further applications for the use of independent study logs. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01