Computer-mediated communication as an autonomy-enhancement tool for advanced learners of English
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Date
2012
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Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
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Abstract
This article examines the relevance of modern technology for the development of
learner autonomy in the process of learning English as a foreign language. Computer-
assisted language learning and computer-mediated communication (CMC)
appear to be particularly conducive to fostering autonomous learning, as they
naturally incorporate many elements of autonomy that give learners control over
and responsibility for their own learning, such as choosing the materials used,
managing their contact with various genres and types of interaction, often in authentic
contexts, and evaluating their own progress, measured through their success
in understanding and conveying meanings. However, providing access to language
resources does not automatically lead to the development of autonomy, as
much depends on other factors, such as the learners’ level or previous experience
in learner training. The present study investigated whether advanced learners of
English made use of out-of-class CMC engagement for the purpose of learning
English autonomously. The results indicate that most of the participants were eager
to use CMC opportunities to deliberately practice their English, although, quite
naturally, leisure and social reasons for using CMC predominated. The expressed
willingness to deliberately focus on practicing English during beyond-theclassroom
meaning-oriented online interactions confirms the great potential of
CMC as an autonomy-enhancement tool.
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Keywords
Computer-mediated communication (CMC), computer-assisted language learning (CALL), learner autonomy, learning beyond the classroom
Citation
Studies in Second Language Learning and Teaching, 2012, vol. 2, no. 4, pp. 367-389.
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2083 5205