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Using an Independent Learning Cycle (ILC) for language skills development of reading and listening2.52 MB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Using an Independent Learning Cycle (ILC) for language skills development of reading and listening
English Australia Journal, Vol.37(1), pp.59-66
2021
Abstract
Learner autonomy practices are attractive to teachers and researchers (Stewart & Irie, 2011). The concept of autonomy is not new and various definitions can be found in the literature. Little (1991) suggests that learner autonomy is the capacity for learners to take charge of their own learning. Other scholars argue that successful life-long learners show a high degree of awareness about their own abilities and are capable of cooperating well with other learners in a social process (Benson, 2011). At university, successful academic learners take ownership of their own learning process. In most academic cultures, they are expected to negotiate written and spoken texts to complete academic tasks that involve language skills. While several of these tasks involve interaction with other learners in group tutorials and seminars for instance, the majority tends to be centred around the use of reading, listening and writing.
Details
- Title
- Using an Independent Learning Cycle (ILC) for language skills development of reading and listening
- Authors
- Arizio Sweeting (Author) - The University of Queensland
- Publication details
- English Australia Journal, Vol.37(1), pp.59-66
- Publisher
- English Australia (ELICOS Association)
- Date published
- 2021
- ISSN
- 2202-6169
- Copyright note
- This work is licensed under the Creative Commons Attribution-Non-commercial-NoDerivatives 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-nd/4.0/.
- Organisation Unit
- School of Education and Tertiary Access; University of the Sunshine Coast, Queensland
- Language
- English
- Record Identifier
- 99528108202621
- Output Type
- Journal article
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