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This mini review provides a concise overview of recent developments in mobile-assisted vocabulary learning (MAVL) and compares its effectiveness to traditional methods in English as a Foreign Language (EFL) settings. The review synthesizes findings from recent empirical studies, highlighting how MAVL, particularly digital flashcards, promotes learner autonomy, engagement, and long-term vocabulary retention through features like spaced repetition and gamification. Traditional methods such as paper flashcards, while effective in structured classroom settings, lack the interactive and personalized benefits of MAVL. The review also discusses existing research gaps, including the need for further investigation into productive vocabulary use and long-term retention. Future developments in the field may include hybrid approaches that combine the strengths of both traditional and digital methods. This review aims to provide language teachers and researchers with an up-to-date understanding of MAVL and its potential to enhance EFL vocabulary acquisition. [ABSTRACT FROM AUTHOR]

Current feedback models advocate learner autonomy in seeking, processing, and responding to feedback so that medical students can become feedback-literate. Feedback literacy improves learners' motivation, engagement, and satisfaction, which in turn enhance their competencies. However, there is a lack of an objective method of measuring medical student feedback literacy in the empirical literature. Such an instrument is required to determine the level of feedback literacy amongst medical students and whether they would benefit from an intervention. Therefore, this research protocol addresses the methodology aimed at the development of a comprehensive instrument for medical student feedback literacy, which is divided into three phases, beginning with a systematic review. Available instruments in health profession education will be examined to create an interview protocol to define medical students' feedback literacy from the perspectives of medical students, educators, and patients. A thematic analysis will form the basis for item generation, which will subsequently undergo expert validation and cognitive interviews to establish content validity. Next, we will conduct a national survey to gather evidence of construct validity, internal consistency, hypothesis testing, and test-retest reliability. In the final phase, we will distribute the instrument to other countries in an international survey to assess its cross-cultural validity. This protocol will help develop an instrument that can assist educators in assessing student feedback literacy and evaluating their behavior in terms of managing feedback. Ultimately, educators can identify strengths, and improve communication with students, as well as feedback literacy and the feedback process. In conclusion, this study protocol outlined a systematic, evidence-based methodology to develop a medical student feedback literacy instrument. This study protocol will not only apply to medical and local cultural contexts, but it has the potential for application in other educational disciplines and cross-cultural studies. [ABSTRACT FROM AUTHOR]

The complexities and variations of learner autonomy in language learning, both conceptually and operationally, have been extensively examined in recent literature. With the current shift towards a social perspective, there is contemporarily greater emphasis on socio-cultural factors and their connection to local contexts. Acknowledging the significant contribution of individual preference, attitude, and motivation from a particular Asian context, the study employed a retrospective approach to understand the factors that mediated EFL students' performance of learner autonomy in Vietnam, where learning independence has been significantly encouraged recently. The research participants were guided to talk about (i) the learning activities that they had done, (ii) their reflections on those activities, and (iii) their future plans in individual semi-structured interviews. The analysis showed that students' performance of learner autonomy was basically mediated by attributes at personal and situational and cultural levels. Available learning opportunities, familial expectation, and examination scheme in a certain context appeared to be the most dominant factors in shaping students' autonomous learning behaviors. Further analyses indicated a significant impact of teachers on students' adoption of a learning activity or behavior. The study calls for a holistic approach to fostering learner autonomy in the higher education sector in Vietnam and beyond. [ABSTRACT FROM AUTHOR]

The benefits of peer facilitation on the development of students' skills in various fields have been widely discussed. However, we know very little about how teachers could draw on peer facilitation to improve pedagogical designs. This study aimed to investigate the influence of peer facilitation carried out in a tertiary EFL (English as a Foreign Language) listening course on students and teacher's pedagogical improvement. This qualitative case study collected data from four main sources: students' (n = 20) presentation slides; student feedback survey (n = 17) conducted at the end of the 4‐month listening project; teacher's reflective journal; teacher's observation notes. Two researchers adopted the approach of thematic analysis, following the six steps in the process of data analysis. On students' part, results indicate that pre‐facilitation training and teacher‐student communication in the preparation stage helped students improve linguistic, social and affective, cognitive and metacognitive skills. Learner autonomy was reflected in a good showcase of student personalities in peer facilitation and an awareness of demonstrating positionality when selecting materials and designing exercises for listening. On the teacher's part, by providing training for student peer facilitation, monitoring the preparation, observing the presentation, and giving feedback on the facilitation, the teacher gained a profound understanding of student needs, aspirations, and techniques adopted in their facilitation, which in turn helped the teacher improve pedagogical designs. [ABSTRACT FROM AUTHOR]

This qualitative study investigates the strategies employed by Vietnamese tertiary-level English as a Foreign Language (EFL) teachers to promote learner autonomy (LA) and enhance cultural awareness. This research provides a deeper understanding of EFL teaching practices in this setting, conducted in the context of Vietnam's evolving educational landscape, where English proficiency and cultural competence are increasingly prioritized. The study utilized semi-structured interviews with nine EFL teachers from two different Vietnamese tertiary institutions, representing various career stages: novice, mid-career, and near-end career. Thematic analysis was employed to analyze the data, revealing a range of strategies encompassing collaborative learning, technology integration, personalized feedback, real-life scenarios and role-play, reflective learning practices, local culture incorporation, contextualized language instruction, critical thinking, and cultural analysis, student-centered environments, interdisciplinary approaches, language skills for intercultural communication, and authentic material use. Findings highlight the multifaceted nature of language teaching, emphasizing not just linguistic competence but also cultural understanding and LA. These strategies are crucial in a globalized world where intercultural communication is a key skill. The study suggests the need for continuous professional development and policy support for diverse and holistic teaching practices. It offers practical insights for EFL educators, particularly in similar socio-cultural contexts, on integrating various strategies to enhance language skills and cultural awareness. [ABSTRACT FROM AUTHOR]

The present two-phased sequential explanatory mixed-methods research investigates first and second-year Japanese university students' perceptions of peer evaluation through self-reflection and its relation to learner autonomy satisfaction in English presentation activities. First, the qualitative data were collected through an open-ended survey questionnaire (n = 17). The findings revealed that students held a positive view of the peer evaluation process, which was facilitated by structured evaluation criteria developed collaboratively with the students using the Leaderful Classroom Practices framework. Furthermore, students' ownership of the evaluation process enhanced their motivation and commitment to their own presentations. To explore the relationship between the peer evaluation process and students' autonomy satisfaction, we conducted a survey with advanced-level first-year English major students (n = 87). Despite the small sample size, our multiple regression analysis also supported the qualitative findings, indicating a significant correlation between peer evaluation and learner autonomy satisfaction in English presentation activities. While peer-based activities have been thoroughly studied in the context of academic writing courses, we recommend that the influence of peer evaluation activities on learner autonomy satisfaction be further explored in oral communication activities within the Japanese university EFL settings. [ABSTRACT FROM AUTHOR]

Data-driven learning (DDL) form-focused tasks are a relatively new concept. These tasks involve using concordance lines to teach language in a way that integrates discovery learning, authentic language use, consciousness-raising, and the communicative use of language. Given their novelty, there haven't been many studies on how they impact learners' engagement. Therefore, this study sought to study whether DDL form-focused tasks influence English as a foreign language (EFL) learners' task engagement. A total of 114 Iranian EFL learners were randomly divided between comparison and intervention groups in a study that utilized an experimental (comparison group, pretest, and post-test) design within a sequential explanatory mixed-methods design. The comparison group completed 10 non-DDL form-focused tasks, whereas the intervention group completed 10 DDL form-focused tasks. The results of t -tests and repeated-measures ANOVA indicated that incorporating DDL form-focused tasks into English classes enhanced EFL learners' task engagement in the short run. However, the impact of DDL form-focused tasks on EFL learners' task engagement was not durable. Moreover, analyzing semi-structured interview data suggested that using DDL-enhanced tasks with a form-focused approach increases EFL learners' task engagement by triggering their curiosity, improving their autonomy, enhancing their concentration and interest, and facilitating their discovery learning. The present study lends more credence to the application of such tasks. The paper ends with implications for English language teaching and materials development. [ABSTRACT FROM AUTHOR]

The article provides guidance for reshaping how teachers and school leaders could foster learner agency during classroom instruction. It describes the agency skills that must be taught to students, including self-regulation, metacognition, learner autonomy and self-efficacy. It outlines significant shifts teachers experience as they develop instructional routines that blend formative assessment with academic content to strengthen students' learning of agency skills.

In the UK, all doctoral programmes are expected to include some form of periodic progression assessment, with individual institutions having autonomy to design and implement their own structures. Yet, despite the potential significance of this assessment to individual doctoral journeys, the design of progression assessment processes has previously received very limited attention. This paper reports on a study which investigated doctoral students' experiences of progression assessment at one UK university, where the process involved both written and oral components. Utilising the concept of assessment for learning to support the analysis of narrative interviews with six doctoral students studying in the social sciences and humanities, the paper considers the pedagogic potential of doctoral progression assessment. The findings of the study indicated that the students perceived the dialogic aspects of the assessment to have the most significant potential for supporting learning and understanding, particularly where invitational, reflective, coaching format questions were utilised. The potential of assessment dialogue to present opportunities for reframing and disrupting thinking is explored, as well as the significance of this assessment in supporting autonomy, permission and motivation. The paper advocates careful consideration of both assessment design and practice in relation to these aspects. [ABSTRACT FROM AUTHOR]

The article discusses the benefits and challenges of using "do-it-yourself" (DIY) corpora for academic writing development. DIY corpora are compiled by students for their own use in academic writing, allowing them to investigate language features and edit their own texts. The article reviews the theoretical underpinnings of DIY corpus-building, including learner autonomy, specialized discourse, and data-driven learning. It also provides a literature review of studies that have implemented DIY corpora with undergraduate and graduate students, highlighting the benefits and challenges of the approach. The article concludes with recommendations for adopting DIY corpora, emphasizing the importance of demonstrating its effectiveness and providing technical and analytical skills training. [Extracted from the article]

English for Specific Purposes (ESP) is recognized as essential in preparing EFL students for their professional careers. Understanding students' perceptions and needs in ESP courses can provide significant insights for improving ESP programs and training for ESP practitioners. This study investigated university students' needs and learning experiences in ESP courses, focusing on course content, course hours, exams, materials, instructor adequacy, feedback effectiveness, and overall teaching quality. Students' opinions were gathered through a 27-item questionnaire, with responses collected from 107 EFL students across various departments. Data analysis included frequency analysis, independent samples t-tests, and one-way ANOVA, with responses to the open-ended questions coded using Maxqda 20. Findings show that although participants expressed overall satisfaction with ESP courses, they highlighted concerns about the lack of authentic materials, integrated language skills, and skill-based activities. Improvements in field-related knowledge and vocabulary were identified as critical. The open-ended responses revealed diverse opinions and highlighted the need for better integration of language skills, particularly speaking, and a demand for enhanced instructor training. The issues highlighted in this study reflect broader, global challenges in ESP, consistent with findings from other studies. Based on these findings, the authors suggest several implications for ESP practitioners and program developers. [ABSTRACT FROM AUTHOR]

This study assesses the effectiveness of ChatGPT versus the Longman Dictionary of Contemporary English (LDOCE) in supporting English language learners in lexically challenging receptive and productive lexical tasks. With a sample of 223 university students at B2 to C1 proficiency levels, this research investigates whether a leading AI-driven chatbot or a high-quality learners' dictionary better assists learners in accurately understanding and producing English. The results reveal ChatGPT's superior performance in both task types. Efficiency, in terms of consultation speed, also favoured ChatGPT, though only in the production task. This study advocates for an integrated approach that leverages both AI, with its interactive and immediate feedback, and more traditional lexicographic tools that may foster learner autonomy and linguistic proficiency. [ABSTRACT FROM AUTHOR]

The Studies in Self-Access Learning Journal, Volume 15, Issue 3, published in September 2024, features ten papers from various countries exploring themes in language education such as technology in learner engagement, teacher autonomy, and leadership in learning communities. The journal also includes a book review on Teaching and Learning Writing in ESL/EFL and an ethnographic paper on learner autonomy in online learning environments. The diverse collection of papers offers insights into inclusive course design, student-tutor dynamics, and learner readiness for autonomy, providing valuable resources for educators and researchers in the field of language learning. [Extracted from the article]

When the new normal learning mode capitalized on technologically mediated communication, it created a high learner-content interaction while honing critical thinking and collaborative skills to achieve optimal learning. The disruption brought about by the Covid-19 pandemic instilled a sense of independence and flexibility in learning. The aim of this autoethnography is to consider the accounts of the author's independent learning throughout the pandemic in an online course. The author's comments, insights, and observations, which formed dense descriptions of the lived realities and were interpreted and analyzed through an autoethnographic lens, constituted a significant portion of the data. The findings show that students who engage in online learner autonomy assume complete accountability and exercise control over the learning process, thereby strengthening their capacity for independent and cooperative learning. Students face difficulties when they are overly flexible and independent, which leads to uncritical assessment of the material covered. The problem can be solved by applying critical thinking. [ABSTRACT FROM AUTHOR]

This article reviews the volume Teaching and Learning Writing in ESL/EFL by Rachael Ruegg, edited by Peter Yongqi Gu and Guoxing Yu, and published in 2021 by Foreign Language Teaching and Research Press, Beijing. The book provides a comprehensive overview of writing instruction, particularly within the EFL context, and addresses topics that practically-minded readers would expect, such as writing pedagogies, feedback, and assessment. This review explores these aspects in detail and reflects on the book's strengths and weaknesses, offering suggestions on how the book could be utilised effectively. [ABSTRACT FROM AUTHOR]

Since the social turn in applied linguistics, there has been growing interest in the role of emotion in language practices. This role is especially relevant to self-access language learning in terms of how it influences learner autonomy and motivation. With its focus on autonomy and sociality, self-access learning offers unique affordances for facilitating learner and advisor awareness of emotion in language learning. To this end, this study used an arts-based method, language mapping, for learners to express their language practices in multimodal ways. Language mapping integrates body mapping and language portraits methods to catalyze individual and group reflection anchored by embodied, emotional experiences. The researchers collaborated with a Japanese university self-access language learning center to engage seven volunteer participants in a series of two workshops. Data were gathered through participants' language maps, narratives shared in workshops, and questionnaire responses. Findings highlight the potential of language mapping in exploring learners' affective connections to their named languages. While mother tongues were generally portrayed as comforting, vivid, default, and unconscious, relationships to learned languages were represented through more diverse visual and verbal metaphors. Key pedagogical considerations include the impact of exemplars and group processes. [ABSTRACT FROM AUTHOR]

Despite the increasing recognition of language learning beyond traditional classrooms, little is known about how language teachers support and guide students in self-directed learning environments. Drawing on qualitative data from a team of experienced English as a Foreign Language teachers, this article reports on the intersections between teachers' cognition, emotions, and agency in a self-directed language learning unit (SDLU) at a university in Japan. Thematic analysis of the data illuminated dialectal relationships between teachers' feelings, beliefs, and agency during the implementation of the SDLU. Although teachers were supportive of SDLU's goals and the overall approach it promoted, they were cautious of intervening in their students' self-directed learning due to concerns about protecting the learner autonomy that SDLU was designed to foster. As well as confusion over how best to meet the needs of their learners in this novel context, they experienced vulnerability in relation to their professional identities and there was considerable variation in ways teachers enacted agency and managed the new learning environment. The findings suggest teachers may need guidance and support to help them recalibrate existing competencies and develop strategies for nurturing their students' self-directed learning in novel classroom contexts. [ABSTRACT FROM AUTHOR]

This article presents a duoethnographic study by two lecturers of German in a B.A. program at Waipapa Taumata Rau - The University of Auckland (UoA) in Aotearoa New Zealand (NZ). With an abrupt change to online teaching in March 2020, we had to redesign our language acquisition courses at different levels. Retrospectively, we conducted a duoethnography to investigate our development of courses that are inclusive for onshore as well as offshore students and lecturers. Our personal experiences across different courses are the main data sources, and include our e-mail exchanges, written narrative reflections, and dialogic oral reflections. They served to interrogate and critically reflect our unique experiences while attempting to foster location-based inclusivity. We used thematic analysis to interpret the data into emerging themes. This analysis provided us with a better understanding of the development of our course designs and the role of spatial and geographical inclusion in these courses. Informed by the collaborative reflection of our experiences, as the main finding, we identified three setups and four variations of these for location-based inclusive course designs. In our reflections we illustrate how these designs provided multiple opportunities for contributing to a place-sensitive teacher and learner autonomy. [ABSTRACT FROM AUTHOR]

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Abstract Artificial intelligence (AI) transforms the educational landscape by radically changing how lessons are taught and students are evaluated. In light of these facts, it is critical to consider learners’ emotional and mental wellness as the building blocks of education. Given these facts, it is imperative to consider learners’ emotional and mental well-being as the fundamental components of education. The key goal of this investigation was to investigate the relationships between learner autonomy (LA), academic buoyancy (AB), psychological well-being (PW), and academic success (AS) in Intelligent Computer-Assisted Language Assessment (ICALA). The current study was conducted on a cohort of 391 students registered in courses at private language institutions in Al-Kharj, Saudi Arabia, who were at the intermediate proficiency level. The following instruments were administered: the Academic Buoyancy Scale, the learner autonomy instrument, the learner psychological well-being, and the academic assessment. Then, to evaluate data and quantify the interaction between LA, AB, PW, and AS, confirmatory factor analysis (CFA) and structural equation modeling (SEM) were applied. The findings underscored the significance of LA and AB in achieving a balance in the PW of EFL pupils, particularly when utilizing ICALA for language acquisition. Additionally, the instructional implications of this study and potential avenues for future research are extensively investigated.

This study is a small-scale action research on the problem of using the Flipped Classroom pedagogical approach to enhance learner autonomy in the target group of high school students in an EFL classroom. The main stages of the research were conducted in the spring semester of the academic year of 2023/24. The participants of the study are seven Ukrainian Grade 9 students and three teachers. The research aims at designing and implementing a method for engaging learners in autonomous practices through the Flipped Classroom model. The methodological basis of this study is the works of (Benson & Voller, 2014), the Flipped Learning Network (2014), (Moore, 2015), (Velegol, Zappe, & Mahoney, 2015), (O’Flaherty & Phillips, 2015), (Hung, 2015), (Huang & Hong, 2016), (Nichols, Burgh, & Kennedy, 2017), (Olakanmi, 2017), (Låg & Sæle, 2019), (Jung, Park, Kim, & Park, 2022), (Little, 2022) and other scientists. In this research, the mixed-method approach is used; the quantitative and qualitative data have been collected through guided observation, surveys (teacher interviews and student questionnaires), and mathematical statistics (descriptive and frequency methods). The essence of the designed method lies in the gradual engagement of students in reviewing short video lectures and reading relevant input before class; then, in class, discussing content and doing quizzes and exercises to reinforce understanding, and, finally, actively participating in creating content-related presentations or projects. The results of this study demonstrate that the Flipped Classroom approach has a considerable impact on learner self-awareness, beliefs, and attitudes implemented in autonomous classroom practices, in particular: effective use of free time for English studying; increased motivation to explore new content and understanding it; perception of a teacher as a facilitator, suggesting a move towards a more student-centered or collaborative learning environment; perception of knowledge as something to be gained rather than “transmitted”, taking on responsibility for evaluating learning outcomes through self-assessment or collaborative evaluation methods. Nevertheless, there are some limitations to using FC in the English language classroom: the willingness of teachers to apply learner-centered methods; the willingness of students to take responsibility for their learning; learners’ cognitive and metacognitive skills; the difficulty of the learning material meant for flipping (self-study), access to resources and technology. The results of this study can be used by researchers and practitioners working in the sectors of secondary and tertiary education.

This study was an attempt to investigate the effect of choice theory-based instruction and clinical supervision for EFL teachers on their students’ autonomy and reading comprehension. To this end, a sample of 30 Iranian EFL teachers, selected based on their willingness to participate, were divided into two groups of 15: one group participated in a choice theory-based instruction program while the other underwent a clinical supervision program. In addition to the teachers, a sample of 445 intermediate EFL learners taught by the teachers participated in the study – 225 learners were taught by the teachers who underwent the choice theory-based instruction while the other 220 learners sat in the classes of the teachers undergoing clinical supervision. The Learner Autonomy Questionnaire (LAQ) was used both as a pretest and posttest to measure the autonomy of the 445 learners before and after they were taught by the 30 teachers. In addition, a sample Preliminary English Test reading paper was administered to the learners prior to their classes (i.e., a general English class instructed through a commonplace task-based procedure) as a pretest and they also took another sample reading test as the posttest. The inferential statistics run in this study comprised two ANCOVAs with the results revealing that the learners being taught by the teachers who underwent the choice theory-based instruction outperformed the learners taught by those teachers who participated in the clinical supervision program in terms of both their autonomy and reading comprehension. The pedagogical implications of these findings are discussed in this paper

Abstract While the movement for flexibility in higher education can be traced back to the first corresponding courses in the 18th century, the recent pandemic has led to an unprecedented demand for flexible learning, particularly in higher education settings. This review of the literature delves into the evolution of flexible course design and defines flexibility as a multifaceted concept encompassing time, place, content, pace, and pedagogy, with learner autonomy situated at the core. This review explores the key components of flexible course design, including both pedagogical and logistical aspects, and their implications for developing a learner-centered approach to enhancing engagement and motivation. By synthesizing the current literature, this review highlights strategies to incorporate flexibility in course design through content adaptation, pedagogical modifications, assessment diversification, and adjustments in time, place, and pace of course offerings and learning. This review underscores the significance of flexible course design in light of the rapidly diversified learner demographic and their changing needs emphasizing the necessity of further research on flexibility for building more empathetic and adaptable learning environments.

By investigating Vietnamese English learners' perspectives on influential cultural factors and barriers these factors bring to the development of learner autonomy, this study seeks to draw attention to proper consideration of the host cultural values in importing and implementing Western educational theories. A phenomenological approach was employed, and qualitative data were collected from in-depth interviews with 15 English majored students from a public university in the Mekong Delta. Using Hofstede et al.'s (2010) six-dimensional model of cultural differences as a theoretical framework, the study reveals that all the six dimensions, at different levels, hinder the development of learner autonomy. The study also uncovers cultural assimilation - a state in which individuals perceive a certain cultural characteristic as their personality traits without any adjustment, corresponding to the Restraint factor. These results emphasize the significance of cultural analysis and imply the need for constructing a culturally appropriate pedagogy to promote learner autonomy. The paper concludes by discussing some possible directions for further research in the field. [ABSTRACT FROM AUTHOR]

Introduction: Developing L2 speaking proficiency can be challenging for learners, particularly when it comes to fostering self-regulation and maintaining engagement. Intelligent Personal Assistants (IPAs) offer a potential solution by providing accessible, interactive language learning opportunities. Methods: This mixed-methods study investigated the effectiveness of using Google Assistant within a learning-oriented feedback (LOA) framework to enhance L2 speaking proficiency, self-regulation, and learner engagement among 54 university-level EFL learners in China. Convenience sampling assigned participants to either an experimental group (n = 27) using Google Assistant with tailored activities or a control group (n = 27) using traditional methods. The Oral Proficiency Interview (OPI) assessed speaking performance. Self-reported questionnaires measured L2 motivation and the Scale of Strategic Self-Regulation for Speaking English as a Foreign Language (S2RS-EFL) evaluated speaking self-regulation. Additionally, semi-structured interviews with a subsample of the experimental group provided qualitative insights. Results: The Google Assistant group demonstrated a statistically significant improvement in speaking performance compared to the control group. While no significant difference in motivation was found, thematic analysis of interviews revealed perceived benefits of Google Assistant, including increased accessibility, interactivity, and immediate pronunciation feedback. These features likely contributed to a more engaging learning experience, potentially fostering self-regulation development in line with the core principles of LOA. Conclusion: This study suggests Google Assistant as a promising supplementary tool for enhancing L2 speaking proficiency, learner autonomy, and potentially self-regulation within an LOA framework. Further research is needed to explore its impact on motivation and optimize engagement strategies. [ABSTRACT FROM AUTHOR]

Based on the three-aspect model of learner autonomy, this study examines levels of English learning autonomy and potential correlation factors, such as gender, admission sources, and field of majors, in a newly-built vocational college in China. The study employs a random sampling survey method and surveyed 280 students from a Chinese public vocational college. After data analysis with quantitative methods, this study found that 48.6% respondents presented high-level English learning autonomy, followed by 43.6% and 7.9% students with moderate-level and low-level English learning autonomy respectively. Additionally, vocational college students developed moderate self-management learning ability (mean=3.57) and autonomous behaviors (mean=3.48) remained to be improved even though vocational college developed high level of autonomous psychology (mean=3.81). With regard to influential factors of English learning autonomy among vocational college students, admission sources can be considered as the most important factor to determine different levels of English learning autonomy, but no significant correlation exists between English learning autonomy and gender or field of majors. In response to such situation, suggestions are put forward to enhance English learning autonomy from the perspective of learning agenda, learning strategies, selfassessment, reflection, and digital learning materials [ABSTRACT FROM AUTHOR]

In the rapidly evolving landscape of education, heutagogy--self-determined learning--emerges as a vital approach, enabling learners to navigate the demands of the digital age and artificial intelligence-driven environments. This study explores the role of heutagogy in fostering autonomy, flexibility, and critical thinking in learners. By examining the intersection of digital technologies and self-directed learning, the paper highlights the importance of moving beyond traditional pedagogical and andragogical frameworks to cultivate lifelong learning skills. Integrating AI, robotics, and IoT in education necessitates a shift towards learning models that empower learners to adapt to continuous technological change. The paper provides an in-depth review of theoretical concepts, practical case studies, and successful implementations of heutagogical practices, aiming to demonstrate how these approaches can prepare individuals for the future workforce. The study concludes by emphasizing the need for educational institutions to embrace technology-driven, learner-centered models that support self-directed learning and personal growth. [ABSTRACT FROM AUTHOR]

Amidst the technological evolution shaping the landscape of education, this research critically examines the imperative factors influencing the design of language-teaching chatbots in Thai language classrooms. Employing a comprehensive two-pronged methodology, our study delves into the intricacies of chatbot design by engaging with a diverse participant pool of pre-service teachers, in-service teachers, and educators. The study included the chatbot design opinion survey, a validated scale assessing attitudes toward chatbot design, and semi-structured interviews with teachers, educators, and experts to offer qualitative insights. Our findings reveal five key factors influencing chatbot design: learner autonomy and self-directed learning, content and interaction design for language skill development, implementation and usage considerations, alternative learning approaches and flexibility, and content presentation and format. Concurrently, thematic analysis of interviews results in five overarching themes: enhancing interactive language learning, motivational learning experience, inclusive language learning journey, blended learning companion, and communicative proficiency coaching. These findings inform the development of effective chatbots for Thai language classrooms within the evolving landscape of technology-driven education. These findings inform the development of effective chatbots for language classrooms within the evolving landscape of technology-driven education. [ABSTRACT FROM AUTHOR]

This study is a small-scale action research on the problem of using the Flipped Classroom pedagogical approach to enhance learner autonomy in the target group of high school students in an EFL classroom. The main stages of the research were conducted in the spring semester of the academic year of 2023/24. The participants of the study are seven Ukrainian Grade 9 students and three teachers. The research aims at designing and implementing a method for engaging learners in autonomous practices through the Flipped Classroom model. The methodological basis of this study is the works of (Benson & Voller, 2014), the Flipped Learning Network (2014), (Moore, 2015), (Velegol, Zappe, & Mahoney, 2015), (O'Flaherty & Phillips, 2015), (Hung, 2015), (Huang & Hong, 2016), (Nichols, Burgh, & Kennedy, 2017), (Olakanmi, 2017), (Låg & Sæle, 2019), (Jung, Park, Kim, & Park, 2022), (Little, 2022) and other scientists. In this research, the mixed-method approach is used; the quantitative and qualitative data have been collected through guided observation, surveys (teacher interviews and student questionnaires), and mathematical statistics (descriptive and frequency methods). The essence of the designed method lies in the gradual engagement of students in reviewing short video lectures and reading relevant input before class; then, in class, discussing content and doing quizzes and exercises to reinforce understanding, and, finally, actively participating in creating content-related presentations or projects. The results of this study demonstrate that the Flipped Classroom approach has a considerable impact on learner self- awareness, beliefs, and attitudes implemented in autonomous classroom practices, in particular: effective use of free time for English studying; increased motivation to explore new content and understanding it; perception of a teacher as a facilitator, suggesting a move towards a more student- centered or collaborative learning environment; perception of knowledge as something to be gained rather than "transmitted", taking on responsibility for evaluating learning outcomes through self-assessment or collaborative evaluation methods. Nevertheless, there are some limitations to using FC in the English language classroom: the willingness of teachers to apply learner-centered methods; the willingness of students to take responsibility for their learning; learners' cognitive and metacognitive skills; the difficulty of the learning material meant for flipping (self-study), access to resources and technology. The results of this study can be used by researchers and practitioners working in the sectors of secondary and tertiary education. [ABSTRACT FROM AUTHOR]

Networking is one of the essential strategies demanded by society today. In recent years, the use of vertical hierarchies in teaching has been relegated to the background, giving way to other forms of horizontal interaction ('netarchies'). This has increased the opportunities for professionals from different fields and territories to work together creating networked constellations and providing interdisciplinary approaches to educational and community intervention. This change facilitates a more effective interconnection between resources, institutions and stakeholders involved in education. When implementing this way of working, questions arise about the most appropriate type of leadership for these settings, as well as the degree of connected autonomy that results from such experiences. This article analyses the operation of three networked community projects in the Region of Murcia (Spain), which represent good practices in improving social and school care for children and young people. A qualitative analysis of these case studies has led to identifying similarities and differences that encourage reflection on the sustainability of professional networks. To conclude, some reasons are provided to show the progress within this paradigm. [ABSTRACT FROM AUTHOR]

Purpose: This study explores the strategies used by Vietnamese tertiary English as a Foreign Language (EFL) teachers to promote learner autonomy in teamwork skills, crucial in the evolving context of language education in Vietnam. Design/Methodology/Approach: Employing semi-structured interviews, the research involved nine EFL teachers from two Vietnamese educational institutions, representing various career stages: novice, mid-career, and near-end career. Findings: Analysis through thematic frameworks revealed that teachers utilize diverse methods like collaborative learning projects, reflective practices, technology-enhanced learning, and real-world tasks. These strategies, adaptable to the Vietnamese cultural and educational context, proved effective across different teaching stages. Conclusion: The findings underscore the importance of contextually adapted teaching strategies, the increasing role of technology in EFL education, and the value of experiential learning. It demonstrates how Vietnamese EFL teachers' approaches can significantly impact learner autonomy in teamwork skills. This research contributes to the literature by providing insights into effective EFL teaching strategies within non-native English-speaking environments, offering valuable perspectives for educators, curriculum designers, and policymakers. Research Limitations: The study identifies limitations, including a small sample size and reliance on qualitative data, suggesting the need for broader research with diverse methodologies. Practical Implications: This research emphasizes the necessity for culturally adapted teaching strategies and technological integration in EFL education to enhance learner engagement. Contribution to Literature: The study emphasizes the efficacy of context-specific tactics in enhancing learners' abilities, providing significant perspectives for educators and policymakers on enhancing EFL teaching practices through experiential learning and digital resources. [ABSTRACT FROM AUTHOR]

The article explores the impact of leadership development through a whole-person approach, emphasizing the importance of understanding expectations, intentionality, and outcomes in effective leadership learning. It highlights the need for evidence-based approaches in leadership development, focusing on the development of authentic leaders who prioritize self-care and well-being. The research underscores the benefits of holistic growth, self-reflection, stress management, shorter intensive programs, addressing resistance, and sustaining impact for effective leadership development. Additionally, it emphasizes the role of well-being in leadership development and its impact on personal growth and professional outcomes. [Extracted from the article]

Systems thinking is crucial for understanding and solving complex problems and is considered an important thinking skill in engineering. Active learning is considered an effective approach for fostering STEM students' systems thinking. However, viable methods for teaching and assessing systems thinking with active learning across STEM disciplines, particularly in first-year undergraduate education, are still under-researched. In this paper, we introduce a research-based framework named System Architecture-Function-Outcome to help first-year STEM instructors both foster and assess students' introductory systems thinking. To conduct an initial evaluation of the framework's suitability in active learning settings, we designed a directed case-based learning assignment with an adapted article and a rubric for assessing 'introductory systems thinking', as defined in the framework. We deployed the assignment among 84 first-year STEM students and successfully tested its inter-rater reliability, with 75–100% inter-rater agreement across all assessment criteria. We discuss the implications of our results on fostering and assessing first-year STEM students' systems thinking, and outline examples for potential applications of the framework, pending further validation, in case-based learning settings of varying degrees of learner autonomy, from lecture-based to problem-based learning. [ABSTRACT FROM AUTHOR]

This study aims to explore the perceptions and experiences of university students as to learner autonomy during the online education process. In the ever-evolving realm of higher education, the principle of learner autonomy has emerged as a fundamental tenet, empowering students to assume control of their learning. As traditional educational paradigms evolve upon the introduction of online education into the learning process, the concept of learner autonomy emerges as a cornerstone principle, fostering empowerment and self-directedness among students. Considering that university education is expected to prepare students for life, learner autonomy in higher education turns out to be a necessity rather than a preference. That's why, what university students perceive and experience about learner autonomy is significant to understand the concept in detail. The current study employed a qualitative research method. The participants were chosen via purposeful sampling. The study group was composed of 16 university students who had experienced online education. Study data was collected through semi-structured interviews, and content analysis was used to analyze the gathered data. At the end of the study analysis, the five themes that emerged were online education experience, planning, receiving support, motivation, and ways to support and improve learner autonomy. In line with the study findings, we presented some suggestions for future research and practice. [ABSTRACT FROM AUTHOR]

Younger generations in Nigeria increasingly use English over their native languages, leading to a decline in indigenous language use in public and professional settings and risking language loss. Consequently, this study explores the potential of AI-powered chatbots in aiding the learning of endangered Nigerian languages. The objectives are to determine how chatbots can support language learning, identify the essential functionalities required for effective learning, and outline design considerations to address the specific challenges faced by these languages. The research employs a qualitative approach, using secondary data from existing literature on language revitalisation, AI chatbots, and Nigerian languages. The analysis reveals that AI chatbots can significantly enhance language learning through features such as handling tonal distinctions and syntactic operations present or allowed in the languages, providing feedback, and engaging learners. Practical design considerations for developers include integrating these functionalities to create effective language-learning tools. These findings suggest that integrating AI technology into language preservation efforts can offer an innovative solution to revitalise endangered Nigerian languages and ensure their continued use among future generations. [ABSTRACT FROM AUTHOR]

This study investigates Taiwanese English as a Foreign Language (EFL) learners' use of strategies in developing job interview skills in English. The participants were 40 EFL learners majoring in English at a private university in Taiwan. The study was part of a fourweek job interview training program, during which they prepared for a mock interview test. The students learned about the job interview process, expressions, and related language use, and practiced with their peers inside and outside the class. Throughout the training, they submitted weekly diary entries describing how they developed their job interview skills. Thematic analysis of these entries revealed various learning strategies and their applications. These included cognitive strategies, such as practicing and structuring output; metacognitive strategies, which involved arranging extra time to practice, planning the interview task by doing research on the Internet, and monitoring and evaluating their learning process; and social strategies, where students exchanged feedback collaboratively. [ABSTRACT FROM AUTHOR]

Over the past two decades, the internet has become a central platform affording lay-learners access to a multiplicity of experts. While these outlets empower lay-learners, they create competition amongst clerical and knowledge authorities. This article addresses the question: how is religious authority understood and negotiated by learners, and in turn, how do they evaluate authoritative sources. Twenty-six in-depth think-aloud interviews were conducted with Religious-Zionists in Israel on their internet sourcing practices. Findings uncovered four strategies employed when sourcing information online: (1) Generating a reliable source network based on the learners' social and primordial affiliations. (2) Complexity based sourcing practices stemming from learners' uncertainty in their ability to autonomously attain a satisfying answer. (3) Fitting an appropriate source to queries based on their availability and prestige. (4) Negotiating learner's autonomy in a particular field of knowledge based on the social or epistemic norms that govern it. [ABSTRACT FROM AUTHOR]

The aim of this research is to reveal the learning autonomy behaviors of students learning Turkish through distance education and to examine these behaviors in terms of some variables. Survey research model, one of the quantitative research methods, was preferred in the study. The sample of the study consisted of 143 students learning Turkish as a foreign language. The data obtained was analyzed in the program called SPSS. As a result of the study, it was observed that the majority of the students who learned Turkish through distance education tried to attend classes regularly, the students showed a high level of autonomous behavior in completing homework and assigned tasks, and the students did not behave autonomously compared to the instructors in solving the problems they encountered in distance education, but they behaved sufficiently autonomously according to themselves. Students stated that they exhibited a sufficient level of autonomous behavior during the entire distance Turkish learning process. However, the level of use of Web 2.0 tools and camera participation in lessons during the distance learning Turkish process was found to be low. In addition, in the analysis of the data, it was found that women behaved more autonomously than men in the sub-dimensions of participation in the lesson and following the lesson regularly, interaction and self-evaluation in distance education, there was no relationship between the age of the students and their autonomous behavior, and a relationship was found between the education levels of the students and their participation in the lesson and their regular follow-up of the lesson has been detected. [ABSTRACT FROM AUTHOR]

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This study was an attempt to investigate the effect of choice theory-based instruction and clinical supervision for EFL teachers on their students’ autonomy and reading comprehension. To this end, a sample of 30 Iranian EFL teachers, selected based on their willingness to participate, were divided into two groups of 15: one group participated in a choice theory-based instruction program while the other underwent a clinical supervision program. In addition to the teachers, a sample of 445 intermediate EFL learners taught by the teachers participated in the study – 225 learners were taught by the teachers who underwent the choice theory-based instruction while the other 220 learners sat in the classes of the teachers undergoing clinical supervision. The Learner Autonomy Questionnaire (LAQ) was used both as a pretest and posttest to measure the autonomy of the 445 learners before and after they were taught by the 30 teachers. In addition, a sample Preliminary English Test reading paper was administered to the learners prior to their classes (i.e., a general English class instructed through a commonplace task-based procedure) as a pretest and they also took another sample reading test as the posttest. The inferential statistics run in this study comprised two ANCOVAs with the results revealing that the learners being taught by the teachers who underwent the choice theory-based instruction outperformed the learners taught by those teachers who participated in the clinical supervision program in terms of both their autonomy and reading comprehension. The pedagogical implications of these findings are discussed in this paper. [ABSTRACT FROM AUTHOR]

In Thailand, learner autonomy has been introduced to enable students to manage their learning and engage with the abundant resources available, particularly for English language learning. This study examines the extent of learner autonomy and online language learning behaviors outside the classroom among Thai university students, as well as the factors influencing their autonomy. Quantitative data was collected through a questionnaire from 378 freshmen representing eight faculties: Allied Health Sciences, Medical Science, Public Health, Sciences, Agriculture, Law, Business, and Humanities. The findings revealed a relatively high level of learner autonomy among Thai university students. They were able to establish learning goals, select learning strategies and resources, and be aware of their weaknesses. However, the overall level of online language learning outside the classroom was moderate. Listening to English music was the most popular activity reported. Additionally, gender and English proficiency were identified as significant factors influencing the level of learner autonomy. These findings underscore the effectiveness of introducing learner autonomy but also highlight the need for teacher support in scaffolding online language learning outside the classroom. [ABSTRACT FROM AUTHOR]

This paper describes and discusses how two formats of advising in language learning offered at the Masaryk University Language Centre attempt to respond to students' needs in self-regulating their learning. The focus is on comparing the advising sessions incorporated into an elective L2 course aiming at learner autonomy development and the sessions offered in obligatory L3 courses. A small study was conducted in both settings, identifying differences between students' previous experiences, skills and expectations. Furthermore, two cases of individual advisees were analysed to gain a deeper insight into how similar students are supported by the different advising formats and available choices about their language learning. The case studies briefly portray how advising sessions navigate students in choosing their learning materials or methods. The aim of the paper is to illustrate that allowing students to make decisions about their language learning fosters their self-regulated learning. [ABSTRACT FROM AUTHOR]

This paper describes how motivation, goal-setting and autonomous study can lead to the achievement of objectives in language learning and certification. The learning journey reported was documented through interviews and written accounts received from the research participant. The results achieved and the description of the process might be useful for students and also for teachers and learning advisors wishing to encourage autonomy and reflection in their students. [ABSTRACT FROM AUTHOR]

The post-method era is currently experiencing a surge in popularity within the realm of English language teaching, particularly in the context of English as a Foreign Language (EFL), such as in Indonesia. Given the crucial role of Speaking as a central element in communication, it requires meticulous attention and instruction in an EFL setting. Teachers play a pivotal role in preparing effective strategies to assist learners in achieving fluency and accuracy in spoken English. Consequently, this paper aims to expound on the recommended micro strategies derived from Kumaravadivelu's post-method framework. It delineates the macro strategies of post-method in English Language Teaching (ELT) as the foundational elements for creating micro strategies tailored to the teaching of Speaking in the Indonesian context. The article outlines ten macro strategies, which include increasing learning opportunities, facilitating negotiated interaction, minimizing perceptual mismatches, activating intuitive heuristics, fostering language awareness, contextualizing linguistic input, integrating language skills, promoting learner autonomy, ensuring social relevance, and raising cultural consciousness. Drawing on this strategic framework, the article gives illustrated instances of classroom activities and instructional tactics, dubbed micro strategies, that have been utilized to improve Indonesian learners' EFL Speaking competency. [ABSTRACT FROM AUTHOR]

Online Teaching and Learning in Higher Education during COVID-19, edited by Roy Y. Chan, Krishna Bista, and Ryan M. Allen. Readers with different academic interests will benefit from reading this book and reflecting on how members of the higher education community can adapt to the sudden transition to the virtual world and thereby integrate best practices and quality assurance into online education. The remaining chapters demonstrate university students' experiences with distance learning/e-learning in different higher education settings, such as India, Australia, and the UAE. [Extracted from the article]

This mini review provides a concise overview of recent developments in mobile-assisted vocabulary learning (MAVL) and compares its effectiveness to traditional methods in English as a Foreign Language (EFL) settings. The review synthesizes findings from recent empirical studies, highlighting how MAVL, particularly digital flashcards, promotes learner autonomy, engagement, and long-term vocabulary retention through features like spaced repetition and gamification. Traditional methods such as paper flashcards, while effective in structured classroom settings, lack the interactive and personalized benefits of MAVL. The review also discusses existing research gaps, including the need for further investigation into productive vocabulary use and long-term retention. Future developments in the field may include hybrid approaches that combine the strengths of both traditional and digital methods. This review aims to provide language teachers and researchers with an up-to-date understanding of MAVL and its potential to enhance EFL vocabulary acquisition.

This study explores technology-based learner autonomy in Tunisian higher education, focusing on the Raqqada English department. It examines student engagement with technology-driven learning and the challenges faced by educators, highlighting a gap between students' theoretical readiness for self-directed learning and their actual use of digital tools. Utilising a mixed-methods approach, quantitative data were collected from 102 English students via questionnaires, and qualitative data from interviews with 25 educators. Findings reveal that while 80% of students engage in autonomous learning outside the classroom, in-class technology usage is significantly lower, indicating a disconnect with existing infrastructure. Furthermore, 76% of students acknowledge technology's role in supporting diverse learning styles, and 67% link smart classrooms to increased motivation. However, challenges such as limited digital literacy, inadequate training, and poor infrastructure hinder effective technology integration. Educators expressed concerns about rigid teaching methods and insufficient autonomy at earlier educational levels, suggesting that autonomy is better developed at the master's level. The study concludes that enhancing infrastructure, training, and digital resource availability is crucial for advancing learner autonomy. Recommendations include fostering intercultural collaboration through programs like Collaborative Online International Learning (COIL) and implementing varied assessment methods to evaluate learner autonomy better. Additionally, professional development programs for educators and students are necessary to promote autonomy and active learning strategies.

Dictation is considered an efficient exercise for testing French as a foreign language (FFL) learners’ language proficiency. However, the traditional class-based approach to dictation is constrained by the inherent complexity of the exercise’s design, materialisation, and delivery. In this research, we adopted a design-based research approach to design, develop, and apply an intelligent French dictation platform, which we tested on 50 undergraduate FFL learners. By examining their feedback, we identified certain advantages of the platform, such as time–space flexibility, instant correction, and the opportunity to repeat exercises, but also some disadvantages, such as inconvenient text entry, the inability to question a teacher, and the absence of collective learning and supervision. Crucially, this study constitutes an encouraging step forward in classifying frequent errors made by Chinese learners. The results provide a starting point for developing more advanced dictation platforms that will be capable of automatised error classification in the future.