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Protocol-guided teaching is a student-centered instructional model in which the teacher creates the learning protocol prior to the lesson in order to direct students toward active and autonomous learning. A well-structured learning protocol is essential for the effective application of this instructional paradigm. This article evaluates the significance of protocol-guided instruction in junior secondary physics education by analyzing the learning protocol for velocity instruction. Protocol emphasizes situation-based learning and the inquiry chain method. [ABSTRACT FROM AUTHOR]

With the development of big data (BD) and Internet of things technology, college students, as an important talent resource in national construction, pay attention to their autonomous learning behavior. Based on the theory of BD and Internet of things, this paper studies the influencing factors of college students' autonomous learning (CSAL) behavior. First, it introduces the definition, characteristics and existing problems of CSAL behavior, expounds the influencing factors of CSAL behavior, studies the application of BD and the Internet of things, and understands the situation of CSAL through questionnaires and interviews. Finally, the survey shows that more than half of the students surveyed believe that learning is to acquire skills so as to find better jobs and better material life in the future. On average, 25% of students graduate from university through study. On average, 18% of students have strong interest in their research field and hope to obtain professional skills and give full play to their talents. On average, 6% of students study to see their value. Freshmen are basically not absent from school, while the number of sophomores, juniors and seniors has reached 15% of the number of undergraduates. The situation will be more serious in class. The survey results show that 45% of undergraduate students have been absent from class, of which 30% are occasional absenteeism and the rest are frequent absenteeism, which accounts for 14% of the total number. Among the graduate students, 7.3% of the students have been absent from class, of which 6% are occasional absenteeism and the rest are frequent absenteeism, reaching 1.3% of the total. The main learning methods used by junior students are classroom notes and textbooks. With the improvement of grade, the proportion of students learning multimedia and online learning is higher and higher. These students' learning strategies have changed from traditional learning to today's autonomous learning. They have found their own solutions in the learning process, and their learning strategies have undergone qualitative changes. Whether undergraduate or graduate students, more than 50% of students prefer their own major when they study independently. [ABSTRACT FROM AUTHOR]

As one of the three pillars in computational intelligence, fuzzy systems are a powerful mathematical tool widely used for modelling nonlinear problems with uncertainties. Fuzzy systems take the form of linguistic IF-THEN fuzzy rules that are easy to understand for human. In this sense, fuzzy inference mechanisms have been developed to mimic human reasoning and decision-making. From a data analytic perspective, fuzzy systems provide an effective solution to build precise predictive models from imprecise data with great transparency and interpretability, thus facilitating a wide range of real-world applications. This paper presents a systematic review of modern methods for autonomously learning fuzzy systems from data, with an emphasis on the structure and parameter learning schemes of mainstream evolving, evolutionary, reinforcement learning-based fuzzy systems. The main purpose of this paper is to introduce the underlying concepts, underpinning methodologies, as well as outstanding performances of the state-of-the-art methods. It serves as a one-stop guide for readers learning the representative methodologies and foundations of fuzzy systems or who desire to apply fuzzy-based autonomous learning in other scientific disciplines and applied fields. [ABSTRACT FROM AUTHOR]

Nowadays we witness significant shifts in translation pedagogy affecting teaching methodology as well as the function and role of instructor and learner. One of the recent shifts in translation didactics has resulted from the Covid-19 outbreak which has brought new challenges on translation teaching and learning modes. The present paper addresses translation teaching on a distance learning mode, by investigating some major issues related to e-learning as opposed to that of students' physical presence. It starts by providing a brief description of specific approaches to translation teaching through the work of translation scholars that has highly influenced translation pedagogy in recent years. The paper then provides a brief historical background on the evolution of distance learning as well as the different forms of distance learning. After that, it focuses on a major issue related to distance learning curriculum development, namely the teaching material applicable in this specific type of learning. It then reaches its main topic of research, that is, advantages and disadvantages of teaching translation on a distance learning mode. The main conclusion is that distance learning methodology helps students become both responsible for their own learning process and autonomous as individuals, qualities that will definitely need as professionals in translation industry. [ABSTRACT FROM AUTHOR]

Enhancing student motivation to manage their learning process and attain selftransformation in Oral English learning presents a notable challenge. This study emerged from a Role Play Oral English Course (RPOEC) which utilizes English cartoon film clips to enhance primary students' oral English skills through role play, facilitating meaningful language input and output. Implemented in a Chinese context where English language exposure is limited, this qualitative case study, combined with action research, explores how autonomous learning is fostered through RPOEC. The study engaged a Grade Six class of 30 students (25 girls and 5 boys) in northern China, investigating strategies to trigger learners' interests and form their independent learner identities autonomously, empower learners in their educational journey, encourage reflective practices in oral English learning, and involve learners in evaluative processes. Data, collected through a combination of observations, focus group discussions, and document analysis for three months, were thematically analyzed across four intertwined perspectives: situated learning, interactive communication, cooperative learning, and evaluative discussions. The paper posits that the outlined curricular approach can be tailored to educators' needs aiming to cultivate students' oral English skills within a situated, interactive, and collaborative learning environment, pushing learners towards autonomous engagement. [ABSTRACT FROM AUTHOR]

Due to the limitations of the learning environment and unguided guidance, students' autonomous learning of foreign languages after class is not effective. In order to improve the efficiency of autonomous learning of foreign languages, this paper builds a foreign language self-learning system based on facial emotion recognition algorithm and cloud computing platform. Moreover, this paper uses emotion recognition algorithms to identify students' status and guide them to improve students' autonomous learning and improve the system's operating efficiency through cloud computing platforms. In addition, this article combines the needs of autonomous learning to perform facial emotion matching and builds the corresponding functional modules of the system according to the requirements of autonomous learning and designs a sophisticated three-level network structure to achieve a balance between detection performance and real-time performance. In order to verify the performance of the system, an experiment was carried out through the accuracy rate of student's autonomous state emotion recognition and the English improvement of students' autonomous learning. The research results show that the foreign language autonomous learning system constructed in this paper has good performance. [ABSTRACT FROM AUTHOR]

This qualitative study interviewed 16 undergraduates attending a work-based learning (WBL) program at a Sino-British university to explore the impact of future time perspective (FTP) on students' learning motivations and behaviours. The study identified four types of students according to their different understandings of FTP. Then, self-directed learning indicators were used as benchmarks to evaluate learning behaviours. In comparing the four types, it was discovered that students who see the connection between the present WBL program and their future employment tend to have more autonomous learning behaviours and are motivated to engage in learning activities. The difference is that students who entered the WBL with an FTP tend to be more self-directed learners and prefer an individualistic cultural orientation in learning. Students who gained a sense of FTP due to participating in the WBL program prefer to learn in groups and need more peer support. This paper contributes to the theoretical understanding of the connection between FTP and learning motivations and how it affects learning behaviours. It also offers practical suggestions for designing and delivering the WBL program in higher education. [ABSTRACT FROM AUTHOR]

Autonomous trajectory and torque profile synthesis through modulation and generalization require a database of motion with accompanying dynamics, which is typically difficult and time-consuming to obtain. Inspired by adaptive control strategies, this paper presents a novel method for learning and synthesizing Periodic Compliant Movement Primitives (P-CMPs). P-CMPs combine periodic trajectories encoded as Periodic Dynamic Movement Primitives (P-DMPs) with accompanying task-specific Periodic Torque Primitives (P-TPs). The state-of-the-art approach requires to learn TPs for each variation of the task, e.g., modulation of frequency. Comparatively, in this paper, we propose a novel P-TPs framework, which is both frequency and phase-dependent. Thereby, the executed P-CMPs can be easily modulated, and consequently, the learning rate can be improved. Moreover, both the kinematic and the dynamic profiles are parameterized, thus enabling the representation of skills using corresponding parameters. The proposed framework was evaluated on two robot systems, i.e., Kuka LWR-4 and Franka Emika Panda. The evaluation of the proposed approach on a Kuka LWR-4 robot performing a swinging motion and on Franka Emika Panda performing an exercise for elbow rehabilitation shows fast P-CTPs acquisition and accurate and compliant motion in real-world scenarios. [ABSTRACT FROM AUTHOR]

Facebook Live has become a means of teaching and learning in many parts of the world. This paper, thus, reports an examination of teaching English through Facebook Live and students' experiences of learning on it in the COVID-19 pandemic. It as participatory action research employed observation of selfmanaged Facebook Live streaming, and an online semi-structured interview with students and parents. The intervention of Facebook Live consisted of three strategies: pre-recorded video streaming, live teaching and a combination of both. This paper reports on how students in absence of a physical classroom learned English through Facebook Live, developed communicative skills and gained ICT skills. Although the teacher's lessons on Facebook Live were appreciated by students and parents as students could get ideas for speaking English, students expressed concerns if they could interact with the teacher and friends. Facebook Live associated with videoconferencing tools, however, can complement physical classroom learning in crises and normal situations. [ABSTRACT FROM AUTHOR]

This paper examines the characteristics of gifted students in the context of autonomous learning and critical thinking skills. It explores the historical background of gifted education in Turkey and highlights the importance of identifying and nurturing gifted learners for societal development. The study focuses on understanding how gifted students achieve success in autonomous learning and the potential impact of critical thinking skills on their autonomous learning. A quantitative research design was employed, and data were collected using validated scales measuring critical thinking disposition and autonomous learning. A total of 397 gifted learners from Art and Science Centres in Turkey participated in the study. The data were analysed using T-test, Pearson correlation and simple linear regression analysis. The findings reveal significant relationships between the age and gender of gifted students and their critical thinking skills and autonomous learning. Additionally, a positive relationship was observed between autonomous learning and critical thinking skills. The results also suggest that critical thinking skills have a predictive effect on autonomous learning. These findings contribute to the existing literature on gifted education and provide insights into the educational practices and support needed for gifted students. The study underscores the importance of individualised curriculum and differentiated teaching methods to cater to the unique learning needs and abilities of gifted students. By fostering autonomous learning and developing critical thinking skills, educators can enhance the educational experiences and outcomes of gifted students, promoting their personal growth and societal contributions. Additionally, findings reveal a strong positive relationship between Autonomous learning and the critical thinking of high-potential learners. Regression analysis showed that critical thinking is a good predictor for autonomous learning. Any change in critical thinking affects autonomous learning of highly able learners. There is no effect of gender on the said variables. [ABSTRACT FROM AUTHOR]

Philosophies and theories of teaching are not mutually exclusive, but each educator can select what philosophy or theory of teaching suits him or her depending on the learning atmosphere, small or large group of learners, the subject and material of teaching. All theories are just different ways to look at how personality develops and mostly they come from different perspectives of psychology such as the humanistic philosophy states: individuals especially adults have free-will and that we can actively develop themselves to the highest potential whilst the Behaviorist articulates: if something is not noticed then it will be learned. This paper, will try to identify a philosophical perspective on adult education as English for speakers of other Languages (ESOL) teacher and present a stance as for an experienced adult educator having five years of teaching experience in this field. Furthermore, will state a set of guiding principles for teachings that to believe in, such as management, trust, and respect, empowering, engaging, nurturing and teaching not lecturing the learners in the teaching process. Moreover, will illustrate views of different scholars who write on humanistic philosophy and behaviorist theory of teaching, such as Maslow, Chomsky, Bandura and others. In addition, will discuss other themes that show the practice of teaching such as audiolingual, learning environment in classes, the dynamic in small and large classes. Material and design of classes, the learners' autonomy and the relationship with learners, activities, assessment and feedback plans will be discussed in different paragraphs. Finally, will state an opinion about the values, ethics, and professionalism in teaching followed by a conclusion of a philosophy of teaching and a descriptive figure of figured philosophy (Figure l, p. 13). [ABSTRACT FROM AUTHOR]

Given the complexity of spoken interaction, acquiring conversation skills has been difficult for most EFL learners, and as EFL classrooms largely depend on hypothetical scripted material, learners lack explicit exposure to naturally occurring language essential for real-life interaction. This paper reports on a quasi-experimental study aiming at assessing the impact of conversation analysis- (CA) informed language-in-(natural)-talk log assignments on the development of Thai EFL learners’ conversation skills. Eighty-eight second-year undergraduates at a university in southern Thailand took part in the study. As part of a monitored self-study task, the participants completed ten language-in-talk log assignments with self-selective use of audiovisuals available online. The quantitative data was collected using pre-and post-test role-plays. The qualitative data was assessed through completed log assignments, close analysis of the role-plays, and written interview for data triangulation. The findings suggested that the log assignment intervention significantly enhance participants’ conversation abilities, including turn construction, turn delivery, and the sequential organization of turntaking. The qualitative results also show that via CA-informed requirements of the log assignment, students became more aware of conversation mechanisms and language use in real-life interaction. This paper recommends that language-in-talk log assignments be incorporated into existing EFL conversation lessons. [ABSTRACT FROM AUTHOR]

Autonomous trajectory generation through generalization requires a database of motion, which can be difficult and time consuming to obtain. In this paper, we propose a method for autonomous expansion of a database for the generation of compliant and accurate motion, achieved through the framework of compliant movement primitives (CMPs). These combine task-specific kinematic and corresponding feed-forward dynamic trajectories. The framework allows for generalization and modulation of dynamic behavior. Inspired by human sensorimotor learning abilities, we propose a novel method that can autonomously learn task-specific torque primitives (TPs) associated to given kinematic trajectories, encoded as dynamic movement primitives. The proposed algorithm is completely autonomous, and can be used to rapidly generate and expand the CMP database. Since CMPs are parameterized, statistical generalization can be used to obtain an initial TP estimate of a new CMP. Thereby, the learning rate of new CMPs can be significantly improved. The evaluation of the proposed approach on a Kuka LWR-4 robot performing a peg-in-hole task shows fast TP acquisition and accurate generalization estimates in real-world scenarios. [ABSTRACT FROM AUTHOR]

This article presents the results of an analysis made to some process models that have been used to introduce autonomous learning in EFL contexts. The purpose of this analysis was to explore the processes these models followed to reach such a goal. This was done because the authors of this paper considered that knowing the steps that were taken to foster autonomous learning may help to create or adapt a process model to implement this approach to learning in other contexts. [ABSTRACT FROM AUTHOR]

In view of the ability of the three-way concept lattices to describe the correlations and hierarchical relationships among the knowledge points, this paper proposes a knowledge point navigation approach based on the three-way concept lattices for autonomous learning. First, this paper constructs the formal context of the exercises-knowledge points according to the corresponding relationship between the exercises and knowledge points; then, the three-way concept lattice generation algorithms are used to obtain the AE-concept lattice and OE-concept lattice; finally, this paper provides students with an effective autonomous learning path and knowledge points navigation Hasse diagram to achieve efficient guidance of autonomous learning. [ABSTRACT FROM AUTHOR]

At present, the field of natural language will also introduce in-depth learning, using the concept of word vector, so that the neural network can also complete the work in the field of statistics. It can be said that the neural network has begun to show its advantages in the field of natural language processing. In this paper, the author analyzes the multimedia English course based on fuzzy statistics and neural network clustering. Different factors were classified, and scores were classified according to the number of characteristics of different categories. It can be seen that with the popularization of the Internet, MOOC teaching meets the requirements of the current college English curriculum, is a breakthrough in the traditional teaching mode, improves students' participation, and enables students to learn independently. It not only conforms to the characteristics of College students, but also improves their learning effect. In the automatic scoring stage, the quantitative text features are extracted by the feature extractor in the pre-processing stage, and then the weights of network connections obtained in the training stage are used to score the weights comprehensively. This model can better reflect students' autonomous learning ability and language application ability. [ABSTRACT FROM AUTHOR]

Learner autonomy is a developing concept that has been the focal point of number of research papers investigating language learning. It has been under investigation by number of scholars and researchers over the years, the concept of learner autonomy has been supported by number of researchers, others attempted to prove that it does not fit all learners of different backgrounds. In this research paper, the focus is mainly on learners' perspectives of learner autonomy, what do they know? To what extent the students understand the concept of learner autonomy? Developing autonomous learners is an area that needs to be explained. There are limited studies conducted in the Saudi context therefore, this study investigates Preparatory year female EFL students' perspectives of learner autonomy in the Saudi context. Moreover, it examines whether the learners have the knowledge and the competence to develop their learning. The perspectives and views of 150 learners were collected using a questionnaire. The study follows a mixed methods approach. The reviewed literature showed that implications of learner autonomy reflected positively on learners (Burkert & Schwienhorst. 2008; Han, 2015). The main findings of this study revealed that students participated in this study had negative perspective of learner autonomy. [ABSTRACT FROM AUTHOR]

Some learners couldn't get ideal learning results from distance education, to find out the root of this problem, their learning behavior and initiative should be analyzed in real time. However, in existing research results, the collected distance learning behavior data of learners are not pertinent enough, the extraction methods of big data are not proper enough, and the analysis models of learning behavior are not scientific enough. For these reasons, this paper analyzed the autonomous learning behavior of learners during distance reading based on big data, and gave the analysis contents and methods. In the text, a sequence diagram transformation method that is selfadaptive to long and short sequences had been introduced to process the learning behavior data of learners, who were then classified according to the features of different autonomous learning behavior sequences. Then, an attribute reduction algorithm based on improved Bayesian fuzzy rough set was adopted for attribute reduction, and the behavior indexes that are closely related to the autonomous learning effect of learners were selected for correlation analysis. After that, this paper proposed a method for detecting nonautonomous learning behavior based on multiple time scales, combining shortterm autonomous learning pattern with long-term autonomous learning behavior and resource access behavior, this paper also analyzed the typical autonomous learning pattern of learners through the learning of hidden layer features. At last, experimental results proved the effectiveness of the proposed analysis method. [ABSTRACT FROM AUTHOR]

Kann eine Lehrmethode weltweit eingesetzt werden oder muss sie jeweils an lokale Bildungskontexte angepasst werden? In diesem Beitrag wird ein Forschungsprojekt von 2015 bis 2016 vorgestellt, in dem die aus Deutschland stammende Methode „Lernen durch Lehren" an der chinesischen Zhejiang-Universität getestet und evaluiert wurde. In der Methode „Lernen durch Lehren" (LdL) erarbeiten Lernende eigenständig Unterrichtsthemen und vermitteln den Lehrstoff in der Rolle der Lehrkraft. Aus den Forschungsergebnissen der Studie geht hervor, dass die Methode auch mit TeilnehmerInnen (TN), die geringe Erfahrungen mit kommunikativer Didaktik haben, erfolgreich angewendet werden kann. Insbesondere in den Bereichen Sprechfähigkeit und Hörverstehen konnten erhebliche Erfolge verzeichnet werden; der Sprechanteil der TN erhöhte sich im Pilotprojekt ebenso wie die Lernerautonomie und Informationskompetenz der TN stark. Jedoch führte die Unterrichtsvorbereitung zu einer hohen Arbeitsbelastung für die Studierenden, denen es an didaktischer Erfahrung mangelte. Auch kulturelle Konzepte wie der Gesichtsverlust und ein durch das chinesische Schulsystem geprägtes Verständnis der Lehrerrolle beeinflussten die Implementierung. In diesem Beitrag wird die Hypothese aufgestellt, dass das Implementationsdesign der Methode LdL für den Einsatz in China kultursensitiv angepasst werden muss. Can teaching methods be applied globally or do they have to be adapted to fit the specific cultural environment of the classroom? This paper discusses a research project at Zhejiang University where the method learning-by-teaching (LBT) was applied and assessed in the context of Chinese Higher Education in 2015/2016. In LBT classes, students take over tasks that are traditionally performed by teachers: They explore content independently, find ways of teaching the subject matter and enable student learning by correcting other students or giving them feedback. The project at ZJU revealed that learning-by-teaching can be beneficial in the Chinese context, even though the learners had little experience with communicative methods. LBT showed positive results especially in promoting speaking and listening comprehension, by enhancing autonomous learning and creating an active and collaborative learning atmosphere. But in the case study, the participants described problems understanding student-taught grammar sections. Generally, they found it hard to comprehend other student-teachers. As the students lacked teaching experience, they faced an increased preparation time. This paper suggests that the previous learning experience of the participants in the Chinese school system and their exposure to Chinese cultural values (regarding teacher roles for example) had an influence on the results of the study. Consequently, the implementation design of the method should be adapted culture-sensitively if used in China. However, the quick progression of the learners in terms of speaking and listening comprehension contradict the wide-spread idea of a static Chinese type of learner and show the potential of the method in the PRC. [ABSTRACT FROM AUTHOR]

Copyright of Nasleđe is the property of University of Kragujevac, Faculty of Philology & Arts and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papeles: Revista de la Facultad de Educación Universidad Antonio Nariño is the property of Universidad Antonio Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In the field of remote sensing, most of the feature indexes are obtained based on expert knowledge or domain analysis. With the rapid development of machine learning and artificial intelligence, this method is time-consuming and lacks flexibility, and the indexes obtained cannot be applied to all areas. In order to not rely on expert knowledge and find the effective feature index with regard to a certain material automatically, this paper proposes a data-driven method to learn interactive features for hyperspectral remotely sensed data based on a sparse multiclass logistic regression model. The key point explicitly expresses the interaction relationship between original features as new features by multiplication or division operation in the logistic regression. Through the strong constraint of the L1 norm, the learned features are sparse. The coefficient value of the corresponding features after sparse represents the basis for judging the importance of the features, and the optimal interactive features among the original features. This expression is inspired by the phenomenon that usually the famous indexes we used in remote sensing, like NDVI, NDWI, are the ratio between different spectral bands, and also in statistical regression, the relationship between features is captured by feature value multiplication. Experiments were conducted on three hyperspectral data sets of Pavia Center, Washington DC Mall, and Pavia University. The results for binary classification show that the method can extract the NDVI and NDWI autonomously, and a new type of metal index is proposed in the Pavia University data set. This framework is more flexible and creative than the traditional method based on laboratory research to obtain the key feature and feature interaction index for hyperspectral remotely sensed data. [ABSTRACT FROM AUTHOR]

In 2021, Universidad de la República in Uruguay approved a new Chemical Engineering undergraduate program that incorporates novel conceptual definitions such as competency-based education. This paper describes the process of defining the new curriculum plan and presents the program's structure, as well as specific and cross-disciplinary competencies. These competencies are then compared to the learning outcomes established in the guide for programs accreditation of the Institution of Chemical Engineers. To provide practical examples of how the competency-based approach was incorporated into the program, three specific cases are presented. The first case focuses on the implementation of the internship and industry project. The second case illustrates the incorporation of computational tools as an essential part of different courses throughout the degree program. Finally, the third case describes a new design for the fluid mechanics laboratory that emphasizes hands-on learning and helps students develop several competencies. • A Chemical Engineering program including competency-based education was developed. • Implementation examples of competency-base education are included. • Two mandatory courses to promote the industrial practice´s contact are described. • Computational tools were included in different courses. • An unconventional laboratory practice was implemented in the fluid mechanics' course. [ABSTRACT FROM AUTHOR]

As the pace of technology development and its applications for industry increases, the knowledge gap between academic curriculum and industry-readiness of technical school graduates also increases. Since a professor can only focus on a limited number of topics in a classroom environment, peer learning can significantly increase the knowledge covered. We have identified several shortcomings in the traditional paradigm of teaching methodology and propose in this paper a cyclical autonomous learning-based methodology that aims to overcome these shortcomings. Autonomous learning in the context of our research refers to a situation where learners take charge of their learning and are responsible for all the decision-making for the progression of the skill they want to acquire. The proposed methodology is a feedback-based student-industry led model that reviews and rectifies itself based on the present needs and requirements. This study explores this methodology which identifies the vital points required to develop student-based technical clubs and leveraging industry-based student initiatives to boost autonomous learning, which will help its members prepare for their careers and gain industryrelevant knowledge. Upon implementing the same vital points, we found a statistically significant increase of 800% in the gained industry-relevant knowledge of the club members, characterized by the dramatic increase in scholarships given by industry leaders, achieved by the club members. The study also found that the proposed methodology is also more effective and cogent than the traditional methods in engaging the students, which was clearly evinced by an 88.89% increase in average attendance. We also found a marked increase in overall ratings, from 8.6 to 9.2, using the proposed methodology. The study thus offers promising results in decreasing the knowledge gap, based on which institutions may be exhorted to adopt the proposed methodology for preparing industry-ready graduates. [ABSTRACT FROM AUTHOR]

Copyright of Acta Linguistica Asiatica is the property of Acta Linguistica Asiatica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Spanish/Catalan learners of English as a Foreign Language (EFL) attended a formal instruction (FI) period combined with explicit pronunciation instruction, which consisted of theoretical and practical approaches to English segmental phonetics as well as a contrastive analysis between the participants' irst languages and the target language, English. The EFL learners' ability to perceive and produce L2 vowels was assessed before and ater the 8-week instructional treatment. Results show that the EFL learners signiicantly improved their perception of vowel sounds embedded in real and non-words. However, no improvement in production was found as a result of the instruction received. While these results suggest that learners' perceptual skills can be improved with teacher-led instruction, the quantity and availability of explicit pronunciation instruction was not suicient to modify learners' speech production. Thus, optimal results require learners to continue learning outside the classroom context. With this aim, this paper presents two autonomous activities developed to increase learners' awareness about phonology: L1-L2 Pronunciation Comparison Task and a Phonological Self-awareness Questionnaire. [ABSTRACT FROM AUTHOR]

This paper presents a self-adaptive autonomous online learning through a general type-2 fuzzy system (GT2 FS) for the motor imagery (MI) decoding of a brain-machine interface (BMI) and navigation of a bipedal humanoid robot in a real experiment, using electroencephalography (EEG) brain recordings only. GT2 FSs are applied to BMI for the first time in this study. We also account for several constraints commonly associated with BMI in real practice: 1) the maximum number of EEG channels is limited and fixed; 2) no possibility of performing repeated user training sessions; and 3) desirable use of unsupervised and low-complexity feature extraction methods. The novel online learning method presented in this paper consists of a self-adaptive GT2 FS that can autonomously self-adapt both its parameters and structure via creation, fusion, and scaling of the fuzzy system rules in an online BMI experiment with a real robot. The structure identification is based on an online GT2 Gath–Geva algorithm where every MI decoding class can be represented by multiple fuzzy rules (models), which are learnt in a continous (trial-by-trial) non-iterative basis. The effectiveness of the proposed method is demonstrated in a detailed BMI experiment, in which 15 untrained users were able to accurately interface with a humanoid robot, in a single session, using signals from six EEG electrodes only. [ABSTRACT FROM PUBLISHER]

Copyright of Acta Linguistica Asiatica is the property of Acta Linguistica Asiatica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper we present our findings on analyzing two different uses of a mobile application, VISP (VIdeos-for-SPeaking), designed to promote oral skills based on audio description: one use is integrated in the classroom and the other one is self-directed. Participants were divided in two groups: one group received an introduction on audio description and an explanation of how to use the app. They were also informed about what was expected from them. The other group was just asked to download the app and try it out, that is, they were supposed to direct their own learning autonomously. The results show that, regarding language practice, VISP is equally effective as a support tool in the classroom and as an independent app, used outside the classroom. However, when it comes to attitudinal issues, the group of students who used the app as part of the classroom activities were more positive towards the app than the ones who used the app in a self-directed way, who were less motivated about the app uses and benefits. This shows the effectivity and potential of mobile apps as support resources in the foreign language classroom and the need to design strategies to improve VISP towards learners' autonomy and self regulated learning. [ABSTRACT FROM AUTHOR]

The breakthrough and application of the new generation of information technology have changed the development trend of technology and the demand for talents in the resource development industry. The traditional teaching methods of mining engineering need to be changed urgently. In this paper, based on the constructivist learning theory, digital scene experiential teaching method applied to mining engineering discipline is designed, and the professional knowledge system is summarized and integrated. By using virtual reality and system simulation technology and based on the real world and real tasks, the digital scene teaching resource library is developed, and the digital teaching cloud platform is constructed. A teaching model with learners as the main body and core literacy development as the center is established with the information-based education means to complete learning in digital space. The teaching practice shows that this method has improved the learning efficiency and effect and is conducive to the cultivation of multi-specialty compound talents adapting to the characteristics of the current era. [ABSTRACT FROM AUTHOR]

This study describes the development of scientific production in the research theme "Autonomous learning in higher education", all research works from the years 1989 to 2023 were taken into account and the documents indexed in the Scopus metasearch engine were used as a source of information, data was interpreted through an analysis of the bibliometrics using indicators of this science that allowed to process 328 documents, from which it was possible to determine the annual scientific production, the productions of the best authors over time, the growth in the annual production of the most cited journals and articles, as well as the correlation between authors, sources and keywords or terms. The variables or key terms used in the exploration were: "Autonomous Learning" with its synonym "self-learning" and "Higher education", generating results that were then filtered by the language and by areas of knowledge related to the field of study, finally leaving 328 research papers which were downloaded in csv format and their processing was executed with the Biblioshiny application, from the Bibliometrix package that is part of the R statistical software. [ABSTRACT FROM AUTHOR]

The paper deals with theoretical substantiation and construction of the methodological system of autonomous learning of the course "English for Specific Purposes (ESP)" for prospective teachers of Mathematics. The purpose of the study is to prove theoretically the methodological system of autonomous ESP learning for prospective teachers of Mathematics and to test empirically the current students? level of autonomous learning competence. The main components of the methodological system are observed, among them: target component (social demand, requirements, goals, and objectives); methodological component (approaches and principles); procedure component (content and technologies); assessment component (control and results). The main features such as functionality, complexity, openness and conceptual positions of the methodological system are described in the paper. It is said that the designed methodological system of autonomous learning of ESP of prospective teachers of Mathematics can be implemented in the educational process effectively in the presence of grounded pedagogical conditions, among them: training of students? autonomy, pedagogical support, and effective learning environment. The analysis of the study results reveals that during the initial phase of the implementation of autonomous ESP learning, the students have a moderate level of autonomous learning competence and it needs improvement in the process of implementation of the developed system. [ABSTRACT FROM AUTHOR]

Copyright of Complutense Journal of English Studies is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

An autonomous learning attitude is crucial in determining the successful completion of an online program. Such an attitude is not always easy. Students in online programs need to strike a balance between online studies tasks and their other work, maintain motivation, and consistently follow all the stages of the program. It remains to be seen whether these attitudes prevail in some Indonesian MOOC (Massive Open Online Course) students. This paper was a descriptive sketch of learning autonomy among thirty-seven students of an Indonesian MOOC. Only a small percentage of students was genuinely autonomous, while most were not, and experience difficulty in completing the MOOC program. The study found a correlation between autonomy and academic achievement, but did not demonstrate a cause-effect relationship. [ABSTRACT FROM AUTHOR]

Team‐based learning (TBL) stresses applying knowledge rather than absorbing knowledge in class; studies have investigated the use of TBL and its merits in different teaching courses (e.g., medical science and business). TBL is most effective when students learn autonomously before class. However, the ability of autonomous learning is highly associated with the ability of self‐regulated learning (SRL); most importantly, not every student possesses good (or high) SRL ability. Nevertheless, few studies have compared the effectiveness of TBL in students with different SRL abilities. To address this issue, this study analyzed approximately 90 students, whose course teaching involves office application software (Microsoft Excel). This study also developed an online TBL system (called Online TBL) to facilitate performing TBL and to collect the learning behaviours of students with different (high or low) SRL abilities on each TBL stage. The analytical results show that compared with the low‐SRL students, the high‐SRL students were more prepared for class because they spent more reviewing material and had better scores on personal uploaded Excel and Individual Readiness Assurance Test. From the feedback of the peer evaluation, the results also show that the high‐SRL students received more credits than the low‐SRL students did. The questionnaire survey revealed that both low‐SRL and high‐SRL students had a favourable impression of TBL. Further discussion is given to explain the above results. Lay Description: What is already known about this topic: Team‐based learning (TBL) stresses applying knowledge rather than absorbing knowledge in class.Many researches focus on adopting TBL in different teaching courses (e.g., medical science and business) and show its merits.TBL requires students to learn autonomously before class so that students can benefit from TBL. What this paper adds: The ability of autonomous learning is highly associated with the ability of self‐regulated learning (SRL); not every student possesses good (or high) SRL ability.This study aims to explore the impacts of the TBL on students with different SRL abilities.An online TBL system was built to facilitate performing TBL and to collect student TBL learning behaviours. Implications for practice and/or policy: Compared with the low‐SRL students, the high‐SRL students had more sufficient preparation before class.The feedback result of the peer evaluation also show that the high‐SRL students received more credits than the low‐SRL students did.Both low‐SRL and high‐SRL students had a favourable impression of TBL. [ABSTRACT FROM AUTHOR]

The article deals with the issue of accommodating individual differences among learners of English as a foreign language in the same classroom. It is widely acknowledged that there are many problematic issues when it comes to teaching learners with the same learning objectives but different abilities, interests, prior knowledge, learning styles, motivation, etc. There is a lot of research on how to instruct students with a completely different range of learning preferences. A widely held view is that a teacher working in a heterogeneous class should differentiate instruction across content, process, and product within whole-class interaction, group work, team project, and pair work. The article has offered one suggestion related to the implementation of a differentiated instruction strategy in heterogeneous classes. It is a customization mode as a self-regulated learning strategy that calls for the learner’s ability and readiness to actively tailor learning according to individual specifications. With differentiation, teachers differentiate how students learn, while with customization, students customize their learning so that it best suits their requirements and capabilities. In practice, customization mode means providing students with optional tasks and adjustable activities to choose from assignments or lesson plans prescribed by the curriculum. In this paper, the author provides practical examples of affordable strategies to implement customization modes in academic settings. The article presents findings from a qualitative study investigating students' learning autonomy within a regular course of English for Academic Purposes at Kharkiv I. P. Kotlyarevsky National University of Arts as well as the author's reflection on her own teaching experience. Findings indicate that the customization mode leads to greater success in the academic performance of foreign language learners since it 1) promotes autonomy in learning by motivating students to make decisions about their learning; 2) keeps learners satisfied and elevated by allowing them the freedom to experiment; 3) establishes positive attitude to learning by caring about individual differences; 4) supports uniqueness by enabling learners to express their own identity and bring multiple insights into a classroom. The paper tries to put some recommendations together for further consideration while designing a learner-autonomous English for Academic Purposes syllabus.

Autonomous Learning in Foreign Language Acquisition has become an imperative in student-centered environments such as The University of the West Indies. Therefore, at The UWI we have questioned traditional and positivist roles and moved towards a constructivist philosophy in which knowledge is no longer transmitted and taught, but built up by the learner upon previously acquired knowledge (Vygotsky, 1978). However, this requires a dramatic change in the way education has been traditionally perceived, sourcing new technologies as well as more traditional methods, and a (re)accommodation of the roles previously assigned to teachers and learners. This paper explores the way in which lecturers at The UWI overcome this educational challenge, raising not only learners' awareness of their own learning process, but also encouraging them to enjoy it. This is achieved by directing them to cognitive and metacognitive analysis--establishing their own objectives and working patterns--creating the right context, designing well-planned, structured strategies, and significant activities with authentic materials. [ABSTRACT FROM AUTHOR]

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Copyright of Revista de Comunicación 'Vivat Academia' is the property of Facultad de Ciencias de las Informacion de la Universidad Complutense (Espana) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)