Posture enseignante et accompagnement du développement de l'autonomie d'apprentissage en centre de ressources de langues
Fostering learner autonomy is a key issue in technology-based learning environments. The study underlying this article was carried out at the language resource centres of the university of Strasbourg, which were set up to develop student autonomy in language learning and to promote L2 proficiency de...
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| Main Author: | |
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| Format: | Article |
| Language: | fra |
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Université Marc Bloch
2017-12-01
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| Series: | ALSIC: Apprentissage des Langues et Systèmes d'Information et de Communication |
| Subjects: | |
| Online Access: | https://journals.openedition.org/alsic/3209 |
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| Summary: | Fostering learner autonomy is a key issue in technology-based learning environments. The study underlying this article was carried out at the language resource centres of the university of Strasbourg, which were set up to develop student autonomy in language learning and to promote L2 proficiency development. In this context, this study examines how teachers foster student learning autonomy. Eleven teachers were involved in reflecting upon their own beliefs and practice. Their beliefs–what they think, know and believe about learning autonomy–were gathered by means of a questionnaire. Their practice–how they interact with students–was examined through interviews in which the teachers described and explained their practice whilst reviewing their recorded teaching/learning session.Case studies, based on grounded theory open coding (Corbin & Strauss, 1998) and inter-rater agreement (Garrison et al., 2006), were carried out to outline individual portraits. A cross-reference analysis of the data highlighted common features and enabled to broadly outline how teachers foster autonomy in the language resource centres of the university of Strasbourg. |
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| ISSN: | 1286-4986 |