Learner Autonomy and Web 2.0 - Marco Cappellini

Learner Autonomy and Web 2.0 - Marco Cappellini

Development of Language Learner Autonomy in Adaptive Learning Systems

Learner Autonomy and Web 2.0 - Marco Cappellini

Ruslan Suvorov [+-]
University of Hawai?i at M?noa
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Ruslan Suvorov (Ph.D., Iowa State University) is Language Technology Specialist at the Center for Language & Technology, University of Hawai?i at M?noa. His research interests lie in the areas of computer-assisted language learning, language assessment, online learning, blended learning, and eye tracking. He presented at various regional, national, and international conferences, and published in CALICO Journal, Canadian Journal of Applied Linguistics, Language Testing, University of Cambridge ESOL Examinations Research Notes, TESL-EJ, as well as conference proceedings and edited volumes. He is a co-author of Blended language program evaluation (with Paul Gruba, Mónica Cárdenas-Claros, and Kath Rick; Palgrave MacMillan, 2016).
Adolfo Alfredo Carrillo Cabello [+-]
University of Minnesota-Twin Cities
Adolfo Carrillo Cabello (Ph.D., Iowa State University) is a Professional Development and Classroom Support Specialist at the College of Liberal Arts Language Center at the University of Minnesota-Twin Cities. His research interests include computer-assisted language learning, intercultural competence, distance and online learning, and curriculum assessment. He has presented at various regional, national, and international conferences such as CALICO, EuroCALL, AAAL, and ACTFL.

Description

Web 2.0 technologies can create multiple affordances for second language (L2) teaching and learning (Morgan, 2012), including affordances for developing learner autonomy (Benson, 2006; Lee, 2011; Little, 2015). The aim of this study is to investigate perceived affordances offered by adaptive learning systems (ALS) for the development of L2 learner autonomy, as well as potential constraints that can prevent such development. Using the tenets of activity theory (Basharina, 2007; Blin, 2004; Engeström, 1999, 2001; Lantolf & Thorne, 2007), this study examined the use of two ALS by 35 learners of Spanish enrolled in beginning and intermediate-level Spanish courses in Spring 2015. The data comprised learners’ responses to an online survey, semi-structured interviews, and focus groups administered at two different points in the semester. Activity theory was used to analyze the interactions between the learners and the ALS, with an emphasis on the division of labor and the rules governing the language learning activity system in which these interactions occurred. Results of the analysis revealed that the division of labor and the rules embedded in the design of the two ALS were perceived to offer both affordances and constraints for developing learner autonomy.

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Citation

Suvorov, Ruslan; Carrillo Cabello, Adolfo. Development of Language Learner Autonomy in Adaptive Learning Systems. Learner Autonomy and Web 2.0. Equinox eBooks Publishing, United Kingdom. p. 36-66 Apr 2017. ISBN 9781781795972. https://www.equinoxpub.com/home/view-chapter/?id=32706. Date accessed: 21 Nov 2019 doi: 10.1558/equinox.32706. Apr 2017

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