Do classroom textbooks encourage learner autonomy?
Loading...
Supplementary material
Other Title
Authors
Reinders, Hayo
Balçikanli, Cem
Balçikanli, Cem
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2011
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
2nd language acquisition
learner autonomy
materials adaptation
language textbooks
learner autonomy
materials adaptation
language textbooks
ANZSRC Field of Research Code (2020)
Citation
Reinders, H., Balçikanli, C. (2011). Do classroom textbooks encourage learner autonomy? Novitas-ROYAL (Research on Youth and Language), 5(2), 265-272.NOTE: This research undertaken prior to author being affiliated with the Unitec Institute of Technology.
Abstract
The development of learner autonomy is widely seen as beneficial in preparing students for lifelong
learning. It is also recognised that most learners need explicit instruction in skills for independent learning. Classrooms provide a natural opportunity to develop these skills in learners. As textbooks play such an important role in most classrooms, it is important to ask to what extent they prepare learners for their future learning.
Surprisingly, this has not been done before. This study investigated five English textbooks, commonly used in classrooms worldwide, to determine the 1) range and 2) frequency of advice given to learners about the language learning process. It uses an evaluative framework to identify advice relating to the different aspects of the independent learning process. The study found that the textbooks do little to foster learner autonomy and that when they do, they offer limited opportunity for practice to students.
Publisher
Hacettepe Universitesi * Egitim Dergisi (Turkey)
Permanent link
Link to ePress publication
DOI
Copyright holder
Hacettepe Universitesi * Egitim Dergisi (Turkey)
Copyright notice
All rights reserved