A Present- and Future-Integrated Socio-Constructivist L2 Learning Context and Related Curriculum : Exploring the Effects on Learner Autonomy

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This study explored the impacts of socio-constructivist L2 learning contexts on the development of learner autonomy (LA). Specifically, it investigated the extent to which college L2 learners are able to become self-directed in their English learning practices. To this end, a present-and future-combined L2 learning context was employed in order to: (1) investigate the extent to which socio-constructivist learning contexts are positively accepted, in comparison with traditional English teaching and learning methods employed in high schools; (2) examine the change of self-study practices, learning attitudes, and self-perceptions of language curriculum pre and post study; (3) explore correlations between self-study practices and learning attitudes, and between self-study practices and self-perceptions of language curriculum poststudy; (4) predict potent factors for the development of self-study practices in relation to learning attitudes and self-perceptions of language curriculum; (5) identify the degree of self-perceptions of students' English learning progress post study. First and second-year college learners (N=130) undertaking a weekly core English course participated in the study for a period of one semester. They engaged in written assignments and oral communication tasks, both aimed at using English in order to develop self-orientation and self-identity in real life contexts. More specifically, they sought to identify their academic interests within their majors with the aim of gaining guidance for their intended career plans after graduation. The study produced the following results and observations: (1) positive responses towards taking social constructivism-laden English classes at college; (2) positive impressions from using the amalgamated L2 context for the promotion of self-study practices; (3) strong relationships between promoted self-study practices and learning attitudes; (4) real life-affective personality development as a potent factor for the enhancement of self-study practices; (5) positive self-perceptions in acquiring the target language and exercising oral performances necessary to describe self-identity and self-orientation in and outside of college.


  • Annual Review of English Learning and Teaching

    Annual Review of English Learning and Teaching (17), 19-38, 2012

    JACET Kyushu-Okinawa Chapter


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