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not least because of the screen size of many devices. This study suggests thatfurther work is needed within revised frameworks and that reading in an onlineenvironment appears to be a particularly pressing issue.The study has provided a number of useful, relevant insights into current trendsand issues. Above all, perhaps, it has demonstrated that learners in L1 contextsmake use of CbMs not only through conscious learning, but also as a rich sourceof authentic material which arguably facilitates unconscious acquisition. Theybring English, the dominant language of technology, into their everyday lives innumerous ways; such a trend is clearly likely to be continued with other mobiledevices. This suggests new issues and opportunities for developing autonomyamongst NNS, the majority of whom, like the participants in this study, learnand acquire the English language in their home country and with historicallyunprecedented access to CbMs which help, to varying degrees, in theirendeavours.ReferencesAdler, P.A. and Adler, P. (1998) Observational techniques. In: Denzin, N.K., Lincoln,Y.S. (Eds.), Collecting and Interpreting Qualitative Materials. London: SagePublishers. 79-109.Bax, S. (2003) ‘CALL – past, present and future.’ System. Vol. 31. No.1. 13-28.Beatty, K. 2003. Teaching and Researching Computer-assisted Language Learning.Harlow: Longman.Carvalho, D. (1993) Self-access Appropriate material. Manchester: The British Council.Crystal, D. (2001) Language and the Internet. Cambridge: Cambridge UniversityPress.Dam, L. (1995) Learner Autonomy 3. From Theory to Classroom Practice. Dublin:Authentik.Denzin, N.K., Lincoln, Y.S. (eds.), (1998) Collecting and Interpreting QualitativeMaterials. California: Sage Publishers.Dickinson, L. (1987) Self-instruction in Language Learning. Cambridge: CambridgeUniversity Press.Dickinson, L. (1992) Learner Autonomy 2. Learner Training for Language Learning.Dublin: Authentik.Egbert, J. (2005) CALL Essentials: principles and practice in CALL classrooms.Alexandria: TESOL, Inc.Ellis, G. and Sinclair, B. (1989) Learning to Learn English: A Course in LearnerTraining. Cambridge: Cambridge University Press.Esch, E. (ed.), (1994) Self-access and the Adult Language Learner. London: CiLT.400 | Computers Learner Autonomy
Figura, K., and Jarvis, H. (2007) Computer-based materials: a study of learnerautonomy and strategies. System. Vol. 35. No. 4. 448-468.Gardner, D. and Miller, L. (1999) Establishing Self-access. Cambridge: CambridgeUniversity Press.Holec, H. (1980) Autonomy and Foreign Language Learning. Strasbourg: Council ofEurope.Hubbard, P. and Levy, M. (eds.), (2006) Teacher Education in CALL. PA: JohnBenjamins Publishing Co.Jin, L. & Cortazzi, M. (2009) Images of teaching, learning and questioningin Chinese cultures of learning. In E. Berendt (ed.) Metaphors for Learning.Amsterdam: John Benjamins. 177-204.Jarvis, H. and Szymczyk, M. (2010) Student perspectives on learning grammar withweb and book-based materials. English Language Teaching Journal. Vol. 61. No. 10.32-44.Jarvis, H. and Pastuszka, L. (2008) Electronic literacy, reading skills and non-nativespeakers: issues for EAP. CALL-EJ Online. Vol. 10. No. 1.Jarvis, H. (2008a) Computers and independent study: practices and perceptionsof students. In P. Torres and R. Marriot, (eds.), Handbook of Research on E-LearningMethodologies for Language Acquisition. PA: Information Science Reference.367-386.Jarvis, H. (2008b) Resource centres and self-study: issues in computer assistedlanguage learning. In E. O’Doherty, (ed.), The Fourth Education in a ChangingEnvironment Conference Book 2007. Informing Science Press. 137-154.Jarvis, H. (2006) Issues of computer-mediated communication for English LanguageTeaching. British Journal of Education Technology. Vol. 37. No. 4. 643-645.Jarvis, H. (2005) Technology and Change in English Language Teaching (ELT). TheAsian EFL Journal. Vol.7. No.4. 213-227.Jarvis, H. (2004) Investigating the classroom applications of computers on EFLcourses at Higher Education Institutions. Journal of English for Academic Purposes.Vol. 3. No.2. 111-137.Jarvis, H. (2003) Integrating Information and Communication Technology intoEnglish for Academic Purposes by utilising the skills of practitioners and students.The English Teacher. Vol.6. No.3. 291-297.Krashen, S. (1982) Principles and practice in second language acquisition. Oxford:Pergamon.Kukulska-Hulme, A. (2009) Will mobile learning change language learning?’ ReCALL.Vol. 21. No.2. 157-165.Computers Learner Autonomy | 401
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TeachingEnglishBritish Council ELTR
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British Council ELTResearch PapersV
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ContentsForewordJohn Knagg OBE 3Ove
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ForewordThe British Council aims to
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OverviewPerceptions and Strategies
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A global study of primary English t
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Attitudes to English as a language
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How to make yourself understood by
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1Perceptions and strategies oflearn
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and recently the use of metaphor ha
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Research methods explored to unders
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AgegroupNo. ofparticipantsGenderFMT
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This boy’s way of expressing his
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A breakdown of eight individual asp
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them vulnerable and fragile, ‘It
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It is likely that they perceived le
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ead what teacher is writing on the
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ReferencesBerendt, E. (2008, ed.) M
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Communication Difficulties, In A.L,
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2Investigating global practicesin t
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Review of the LiteratureThe widespr
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training in its theoretical underpi
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2003; Wedgwood, 2007) and teachers
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ationale and without a detailed con
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3. South Korea: a mixed Grades 1 an
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How useful are the following in pla
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translation exercises 50.5%activiti
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Which of the following do you think
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was grammar-based. However, the chi
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Such materials should be:■■■
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Gorsuch, G. J. (2000) EFL education
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Mihaljević Djigunović, J. (2009)
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Appendix - Survey resultsGender:Yea
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Type of primary/elementary school y
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Which language do you mostly use in
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How useful are the following in pla
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3A global study of primary Englisht
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per cent started learning English a
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Teacher DevelopmentMaley (quoted in
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Survey design and analysisQuestionn
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In terms of respondents’ experien
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I’m not a certified teacher … n
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they would like to attend further t
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23 per cent of respondents said the
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have a good knowledge of the langua
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Graddol, D. (2008) How TEYL is chan
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Williams, M., Burden, R. & Lanvers,
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# Answer Response %1 Male 218 9%2 F
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Appendix 2 - Respondentsteaching co
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# Answer Response %1 It’s a good
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# Answer Response %1 Yes 666 29%2 N
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Appendix 4 - Professionaldevelopmen
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# Answer Response %1 Ministry of Ed
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Appendix 5 - Teachersatisfaction# A
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4Confucius, constructivismand the i
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of the sustainability of initiative
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HeilongjiangXinjiangInner MongoliaL
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Method No of interviews Numbers off
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Zhang Huilin also expressed approva
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When I came back … I was teaching
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vocabulary; and songs and storytell
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asked] can you still use CLT at Sen
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ural areas of Shaanxi province. Li
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after their return. Non-participati
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Chisolm, L. (ed) (2004) Changing cl
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5Pulling the threads together:curre
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Review of literatureThis literature
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commitment to language rights (Toll
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SummarySo, taking into account rese
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‘symbolic domination’ (Bourdieu
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Research that focuses heavily on in
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and she [the EAL LA advisor] builds
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■■■■Planning L1 use careful
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■■■■■■A community with
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for teachers and children. Forthcom
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Basit, T. N. (2009) ‘White Britis
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Hall, C. J., Smith, P. H., & Wicaks
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Sellers, R. M., Smith, M. A., Shelt
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School Location Number of pupils Of
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School Participants Nature of parti
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ecently where they had all the pare
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6Early EFL learning in context -evi
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Early EFL learning in CroatiaBackgr
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SampleA total of 173 young EFL lear
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School 73- a village school with ar
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In all schools except one village s
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Excerpt 2:T: Yes it’s a tiny, tin
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The three excerpts illustrate three
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time. At the very start of early FL
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YLs’ answers to the question abou
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As these explanations clearly show,
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Socio-economicstatusLearningenviron
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Medved Krajnović, M. and Letica Kr
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7Attitudes to English as alanguage
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learners’ aspirations. Such appro
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country can either be characterised
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In addition there are several madra
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The overall picture in terms of lit
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give them a small token of apprecia
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Field notes and photographsIn addit
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know English become a team leader o
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English for computing and mobile ph
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Or:Bangla is our language. No one w
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highly respected people - all thing
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professions, and with providing a s
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And while there may be a need for m
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Erling, E. J. and P. Seargeant (eds
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Appendix: Interview scheduleQuestio
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8Learner autonomy: Englishlanguage
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ability to take charge of one’s l
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One key argument for us here, then,
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The final study we discuss here is
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MethodologyResearch QuestionsThis p
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c. Critical reviewWe asked an acade
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emind those who had not. Two days a
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epresenting each orientation functi
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it’s just trying to help students
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• Feasibility• DesirabilityClas
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able to choose the main topic, the
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The small percentage of teachers wh
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it as a set of skills or abilities
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Workshop Topic Goals1 What is learn
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ReferencesAl-Shaqsi, T. S. (2009) T
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Johnson, K. E. (2006) The sociocult
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Appendix 1: The QuestionnaireEnglis
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StatementStrongly disagreeDisagreeU
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Section 3: Your Learners and Your T
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Appendix 2: Sample InterviewSchedul
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Appendix 3: Descriptive statisticsf
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Statement26. Promoting autonomy is
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they will learn, for what reason th
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Workshop 2: Learner Autonomy in the
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16. I try to promote it by not answ
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3. Using the above framework, what
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“I don’t feel students like to
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Workshop 5: Doing Teacher Research
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. However we collect data, we must
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9Using e-learning to developintercu
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through English. This has resulted
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learning (for example Belz and Thor
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the ‘flow’ of each interview. T
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intercultural awareness in intercul
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Students’ course evaluation5.054.
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sometimes I don’t know how to exp
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Extract 9Niti: it will be useful
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20191817161514131211109876543210Int
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Tables 5 and 6 are important in ill
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5.04.54.03.53.02.52.01.51.00.50.0Qu
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Furthermore, in the interviews the
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Despite these limitations there are
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Notes1. Awareness in this definitio
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Suktrisul, S. (2004) Elearning in T
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You have also been asked to keep a
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you will consider why comparisons b
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B. It will allow me to meet and con
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11. Culture and language are linked
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7. I liked doing this course online
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Teaching and learning6. How would y
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10‘Tanggap, tiklop, tago’(recei
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In what follows, thus, we first exp
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What do those with experience of de
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ecause the sound system is not func
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No. Question Mean SD7. Only trainin
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No. Question Mean SD12. Trainers sh
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I: The tendency is trainers will be
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focus group data, and some of the r
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Demonstration lessonsThe second mai
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FG4: When we are in large groups. B
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No matter how much you aspire for a
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was downed and most of the weakness
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Also, as the mean for Q.55 indicate
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Taken as a whole, this part of the
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3. Please see Appendix A for furthe
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Kennedy, C. (1988) Evaluation of th
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Appendix A: Questionnairerespondent
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cannot see our own eyes. So it’sb
Page 353 and 354: FGs:clarify that just a little bit
Page 355 and 356: 11How to make yourselfunderstood by
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Page 361 and 362: sort of repetition is particular pr
Page 363 and 364: has. Of course, the lecturer does n
Page 365 and 366: such as Spanish will express the di
Page 367 and 368: In the context of this part of thei
Page 369 and 370: LolaI will do it, I will classify m
Page 371 and 372: LolaUm how do I, how do I review th
Page 373 and 374: The gesture that was first introduc
Page 375 and 376: http://youtu.be/gDU-5M1qg9wAliceAnd
Page 377 and 378: This is a good example of ‘dramat
Page 379 and 380: Immediately after Alice has produce
Page 381 and 382: who perhaps prefer to stick closely
Page 383 and 384: Alicereas .. if you just think ^ ..
Page 385 and 386: HelenaDebbieHelenaDebbieHelenaDebbi
Page 387 and 388: JohnI think that’s very good beca
Page 389 and 390: Kovecses, Z. (2006) Metaphor: A Pra
Page 391 and 392: 12Computers and learnerautonomy: tr
Page 393 and 394: established in that students are as
Page 395 and 396: table between the interviewer and i
Page 397 and 398: It is also worth noting here that o
Page 399 and 400: favourites’; TF ‘I have a flash
Page 401 and 402: “added value” to SACs. Indeed,
Page 403: important generic matters arising f
Page 407 and 408: Appendix - Questionnaire(with colla
Page 409 and 410: 5. How often do you usually use com
Page 411 and 412: Computer-basedmaterials - withcompl
Page 413 and 414: NSTOTAL 41% (50) 49.2% (60) 9.8% (1
Page 415 and 416: ContributorsSaleh Salim Al-BusaidiL
Page 417 and 418: Mi Mi ChoongPerceptions and strateg
Page 419 and 420: Elizabeth J. ErlingAttitudes to Eng
Page 421 and 422: Albert LeePerceptions and strategie
Page 423 and 424: Sayeedur RahmanAttitudes to English
Page 425 and 426: Dr. Alan WatersPerceptions of Best
Page 427: The British Council works closely w
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