Autonomous Learning as a Pedagogical Tool
Exploring the Perceptions of Teaching and Learning Practices at Writing Hub
Bibliographic Data
| ID | 14956845 |
|---|---|
| Authors | Hebah Asaad Hamza Sheerah (0000-0002-7775-4615, King Khalid University), Meenakshi Sharma Yadav (0000-0001-7962-3267, King Khalid University) |
| Year | 2022 |
| Volume | 14 |
| Issue | 4 |
| Publication date | 2022-12-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Rupkatha Journal on Interdisciplinary Studies in Humanities (JOURNAL) |
| Journal identifiers | ISSN: 0975-2935 • E-ISSN: 0975-2935 |
| Publisher | Aesthetics Media Services (PUBLISHER) |
| DOI | 10.21659/rupkatha.v14n4.21 |
| OpenAlex | W4315701528 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
Even though there are incredible number of schemes to create EFL curricula, textbooks, and a range of professional development courses, Saudi Arabian EFL students’ level of English language proficiency still has to be raised (Khadawardi, 2022). It has been determined that learner autonomy (AL) is an effective method for promoting learning. This study explores how EFL instructors and students view the value and efficiency of independent learning strategies for improving writing. What do EFL teachers and students think about the writing hub’s learning strategies for enhancing autonomous learning as a teaching tool to assist EFL writing? And to what extent is the significance of autonomous learning noticeable in EFL writing classrooms? These questions were addressed by this study, which evaluated the optimal data of 77 female students and their eight instructors at Applied College for Girls at King Khalid University to get actionable implications and desirable outcomes. The results indicated that learners’ autonomy could be achieved practically. The writing exercises practiced at writing classes; ‘Writing hub’ proved successful in enhancing autonomy among the learners. The t-test scores reject the null hypotheses, and the data was strongly normal and optimal to support the study. However, the findings also showed that the concept and notion of autonomy and students’ role in it must be introduced before executing it to the students. In addition, most teachers indicated that learners’ autonomy is helpful and achievable in EFL settings. They identified four main factors vocabulary, mind- map, the process approach, and peer feedback; and technology-based strategies worked best for composing writing and inculcating autonomy among the learners. In the future, more approaches can be applied to enhance and boost autonomy among learners
Autonomous learning · Autonomy · Curriculum · Language education · Learner autonomy · Linguistics · Mathematics education · Pedagogy · Perception · Vocabulary · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Technology-Enhanced Education Studies
On the Functional Properties of Perceived Self-Efficacy Revisited
The Impact of Covid-19 on Learning
Covid-19 School Closure-Related Changes to the Professional Life of a K–12 Teacher
Self-directed Teacher Professional Development in Saudi Arabia
Listening to Saudi EFL Learners’ Voices
An Inquiry Into EFL Teachers’ Perceptions of Integrating Student Self-Assessment Into Teaching Academic Writing at a Saudi University
Learning Through SMS in Saudi EFL Classroom
Saudi Learners' Perceptions of Academic Writing Challenges and General Attitude Towards Writing in English
The Effect of Virtual Classes on Promoting Saudi EFL Students' Autonomous Learning
Before and After
Student engagement profiles in vocational education and training
Saudi Arabia EFL university students’ voice on challenges and solution in learning academic writing
Autonomous Learning as a Pedagogical Tool
Modeling the relationship between classroom emotions, motivation, and learner willingness to communicate in EFL
| Unique citing works | 1 |
|---|---|
| Citations per year | 0.25 |
| Citation span | 2022 - 2022 (1) |
| Citation velocity | historical |
| Highly cited | No |