A Pathway to Learner Autonomy: A Self-Determination Theory Perspective

Autor/inn/en	Hu, Pingying; Zhang, Jiaxiu
Titel	A Pathway to Learner Autonomy: A Self-Determination Theory Perspective
Quelle	In: Asia Pacific Education Review, 18 (2017) 1, S.147-157 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-016-9468-z
Schlagwörter	Foreign Countries; English (Second Language); Second Language Instruction; Language Teachers; Self Determination; Personal Autonomy; Student Needs; Action Research; Graduate Students; Questionnaires; Interviews; Tests; Diaries; Reflection; Attitude Measures; Pretests Posttests; Student Satisfaction; Student Motivation; Language Proficiency; Statistical Analysis; Qualitative Research; Multivariate Analysis; China + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Selbstbestimmung; Individuelle Autonomie; Projektforschung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Fragebogen; Interviewing; Interviewtechnik; Examination; Prüfung; Examen; Diary; Tagebuch; Schulische Motivation; Language skill; Language skills; Sprachkompetenz; Statistische Analyse; Qualitative Forschung; Multivariate Analyse
Abstract	Concepts of learner autonomy and the self-determination theory provided a theoretical rationale for the action program for learner autonomy. The action program incorporated satisfying learners' basic psychological needs into English Foreign Language (EFL) course education. The action program was implemented for one academic year. Both qualitative and quantitative methods were used in this study. Outcomes of the action research indicated that (1) the satisfaction of learners' needs for autonomy, competence, and relatedness facilitated them to move along the "learner autonomy continuum" from dependence to autonomy, which was in agreement with the process of internalization of extrinsic motivation; (2) the students' English proficiency improved with the progress of learner autonomy; and (3) the implementation of the action program for one year was not enough to cultivate fully autonomous EFL learners. The study implied that collaborative learning played an important role in fostering learner autonomy in China and that instrumental motivation and educational culture also had impacts on learner autonomy development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01