Learner beliefs about strategies, autonomy and motivation, and their underlying factors
Part of : Εφαρμοσμένη γλωσσολογία ; No.24, 2008, pages 107-128
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107-128
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Abstract:
This paper explores the different beliefs of Greek higher education students who were subjected to two different approaches to autonomy: Gradual autonomy, which was implemented in degrees within a classroom context, and complete autonomy, which was implemented in an out-of-class counseling context. Specifically the study addresses (a) the effect of autonomy on the students’ beliefs and (b) the differences of the two approaches in terms of their effect on student beliefs. Emerging clusters of beliefs and the background variables underlying their choice post experiment were also investigated. Results show that a gradual approach to autonomy is more easily accepted by Greek students, and that the background variables of their prior learning experiences, extrinsic and intrinsic motivation, parental education, and rural and urban upbringing had a strong effect on their beliefs about learning English as a foreign language, autonomy, course motivation, and strategies.
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Περιέχει σχήματα, πίνακες, παράρτημα, σημειώσεις και βιβλιογραφία
