Journal Articles
Learning autonomously: Contextualising out-of-class English language learning
- Learning autonomously: Contextualising out-of-class English language learning
- Language Awareness, 13(3), 180-202, 2004
- Routledge
- 2004
-
- Hong Kong
-
- 1997.7 onwards
-
- Unknown or Unspecified
- This paper examines the out-of-class English language learning activities of student teachers in Hong Kong, using questionnaires, interviews and learner diaries. The study Found that while many of the students devoted considerable time to studying and practising English outside the classroom, much of this time was spent on more receptive activities such as Listening and reading, rather than speaking. Students had a tendency to locus on private rather than public activities which did not involve face-to-face contact. Two students' out-of-class learning activities and their feelings towards using in English are examined in more detail. It is suggested that the reasons for their avoidance involved both individual and social/political factors, principally the implications attached to using English and the fear of negative judgement. However, it is pointed out that despite their negative feelings about using English in public, these were successful English learners who actively sought opportunities to use English in their private domain. It is suggested that the private domain may be a valuable setting for out-of-class language learning, since it is both less threatening to identity and is also easier for the student to control. [Copyright of Language Awareness is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/09658410408667094 ]
-
- English
- Journal Articles
-
- 09658416
- https://bibliography.lib.eduhk.hk/bibs/81bb4fc8
- 2010-09-27
Recent Journal Articles
The role of the research environment and motivation in PhD students’ well-being: A perspective from self-determination theoryJournal Articles
Longitudinal associations between school engagement and bullying victimization in school and cyberspace in Hong Kong: Latent variables and an autoregressive cross-lagged panel studyJournal Articles
An investigation of longitudinal associations between psychological distress and student victimization by teachersJournal Articles
Examining the relationships among teaching assistants’ self-efficacy, emotional well-being and job satisfactionJournal Articles
Affiliation with delinquent peers as a mediator of the relationships between family conflict and school bullying: A short-term longitudinal panel studyJournal Articles
Which well-being elements are fundamental for early childhood educators in the Chinese context? A network analysisJournal Articles
Leading digital transformation and eliminating barriers for teachers to incorporate artificial intelligence in basic education in Hong KongJournal Articles
Investigating university students’ digital citizenship development through the lens of digital literacy practice: A translingual and transemiotizing perspectiveJournal Articles