Applying Universal Design for Learning to Center for English as a Second Language

Autor/inn/en	Kakamad, Karwan Kakabra; Babakr, Zana Hasan; Mohamedamin, Pakstan Faiq
Titel	Applying Universal Design for Learning to Center for English as a Second Language
Quelle	In: Education Quarterly Reviews, 4 (2021) 2, S.408-416 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2657-215X
Schlagwörter	Access to Education; English (Second Language); Second Language Learning; Second Language Instruction; Personal Autonomy; Independent Study; Individual Differences; Program Improvement; Student Educational Objectives; Graduate Study; Student Centered Learning; Skill Development; Foreign Students; Study Abroad; Ethnic Groups; Foreign Countries; Iraq + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Individuelle Autonomie; Selbststudium; Individueller Unterschied; Aufbaustudium; Graduiertenstudium; Hauptstudium; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Kompetenzentwicklung; Qualifikationsentwicklung; Studies abroad; Auslandsstudium; Ethnie; Ausland; Irak
Abstract	This paper investigated the possibility of applying Universal Design for English Language Learning. Throughout the paper, both quantitative and qualitative methods were used for data collection. The students were first asked to critique the ESL program using a methodology created by Paulo Freire to ascertain how much freedom students have in creating their learning environments and establishing their own learning goals and objectives. The results showed that the majority of students rated the ESL program very low regarding their ability to influence the program's curriculum materials or learning outcomes. Moreover, the research shows that the majority of students did not believe they were adequately prepared for graduate-level studies in the University upon completion of the ESL program. As a result of these findings, several recommendations are made about creating more opportunities for individual students to use UDL principles to control their learning environments and establish their own learning goals and objectives. (As Provided).
Anmerkungen	Asian Institute of Research. 5th Floor, Kavling 507, Fajar Graha Pena Tower, Jl. Urip Sumohardjo No.20, Makassar, South Sulawesi, 90234, Indonesia. Tel: +62-411-366-2280; Fax: +62-411-366-2101; e-mail: editorial@asianinstituteofresearch.org; Web site: https://www.asianinstituteofresearch.org/eqr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01