A closer look into learner autonomy in the EFL classroom
Learner autonomy in the English as a Foreign Language (EFL) class-room involves conscious, reflective decisions and explicit procedures from students. When students participate actively, the process of internalizing the language becomes more meaningful since long-lasting linguistic goals are attaine...
| Autores Principales: | Barrantes, Lena, Olivares, Cinthya |
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| Formato: | Artículo |
| Idioma: | Inglés |
| Publicado: |
Escuela de Lenguas Modernas, Universidad de Costa Rica
2020
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| Acceso en línea: |
http://hdl.handle.net/11056/18238 https://revistas.ucr.ac.cr/index.php/rlm/article/view/13926 |
| Sumario: |
Learner autonomy in the English as a Foreign Language (EFL) class-room involves conscious, reflective decisions and explicit procedures from students. When students participate actively, the process of internalizing the language becomes more meaningful since long-lasting linguistic goals are attained. This study investigates the role of learner autonomy and some possible consequences on achievement in a sample of six students in the English Teaching Major at UNA, Brunca extension. The data of the subjects were garnered through artifact collection (students’ grades) and two questionnaires which were directed toward obtaining personal insights regarding learning situations and the subjects’ autonomy. |
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