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Computer-basedmaterials – withcompletion rate(CR =..%)Brain pop ET(CR=79.1%)Do you use thismaterial outsidethe SALC/LEC?Do you use thismaterial in theSALC/LEC?Does it help youto practise and/or learn English? 22.6% (12) 22.6% (12) 35.8% (19) 77.4% (41) 77.4% (41) 64.2% (34)Selfaccess.com ET(CR=77.6%) 32.7% (17) 38.5% (20) 44.2% (23) 67.3% (35) 61.5% (32) 55.8% (29)SIRS Discover &Knowledge SourceET(CR=79.1%) 37.7% (20) 34% (18) 43.4% (23) 62.3% (33) 66% (35) 56.6% (30)10. Please indicate whether the following are true or not true for you (tick fortrue or cross for not true). If, however, you are not sure please enter NS. NSWhen using the computer I tend to work on several applicationsTT 85.7% (48) 10.7% (6) 3.6% (2)ET 77.3% (51) 19.7% (13) 3% (2)TOTAL 81.1% (99) 15.6% (19) 3.3% (4)When studying by myself I usually prefer computers to books and other papersTT 75% (42) 19.6% (11) 5.4% (3)ET 57.6% (38) 31.8% (21) 10.6% (7)TOTAL 65.6% (80) 26.2% (32) 8.2% (10)I usually keep a spare copy of my important computer filesTT 83.9% (47) 8.9% (5) 7.2% (4)ET 74.2% (49) 19.7% (13) 6.1% (4)TOTAL 78.7% (96) 14.8% (18) 6.5% (8)I use a different type of English when social networking to that which I am taughtTT 44.6% (25) 39.3% (22) 16.1% (9)ET 59.1% (39) 33.3% (22) 7.6% (5)TOTAL 52.4% (64) 36.1% (44) 11.5% (14)Reading on the internet is more difficult than reading from paperTT 25% (14) 60.7% (34) 14.3% (8)ET 54.4% (36) 39.4% (26) 6.1% (4)408 | Computers Learner Autonomy
NSTOTAL 41% (50) 49.2% (60) 9.8% (12)My teachers encourage me to use computers in my spare timeTT 69.7% (39) 19.6% (11) 10.7% (6)ET 62.1% (41) 34.9% (23) 3% (2)TOTAL 65.6% (80) 27.9% (34) 6.5% (8)I use English to communicate online with friends from other countriesTT 53.6% (30) 44.6% (25) 1.8% (1)ET 72.7% (48) 25.8% (17) 1.5% (1)TOTAL 63.9% (78) 34.5% (42) 1.6% (2)I prefer books for learning English by myselfTT 67.9% (38) 21.4% (12) 10.7% (6)ET 39.4% (26) 54.5% (36) 6.1% (4)TOTAL 52.5% (64) 39.3% (48) 8.2% (10)Finding information from the internet in English is difficultTT 39.3% (22) 58.9% (33) 1.8% (1)ET 39.4% (26) 56.1% (37) 4.5% (3)TOTAL 39.3% (48) 57.4% (70) 3.3% (4)I know how to reference material in English from the internetTT 78.6% (44) 8.9% (5) 12.5% (7)ET 74.3% (49) 24.2% (16) 1.5% (1)TOTAL 76.2% (93) 17.2% (21) 6.6% (8)Computers Learner Autonomy | 409
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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
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FGs:clarify that just a little bit
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11How to make yourselfunderstood by
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ackward-pointing gestures that are
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British university and a Spanish Er
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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 and 404: important generic matters arising f
Page 405 and 406: Figura, K., and Jarvis, H. (2007) C
Page 407 and 408: Appendix - Questionnaire(with colla
Page 409 and 410: 5. How often do you usually use com
Page 411: Computer-basedmaterials - withcompl
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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