Learner Autonomy and Web 2.0 - Marco Cappellini

Learner Autonomy and Web 2.0 - Marco Cappellini

Autonomy, the Online Informal Learning of English (OILE), and Learning Resource Centers (LRCs): Relationships Between Learner Autonomy, L2 Proficiency, L2 Autonomy and Digital Literacy

Learner Autonomy and Web 2.0 - Marco Cappellini

Denyze Toffoli [+-]
Université de Strasbourg
Denyze Toffoli is Associate professor at the Université de Strasbourg, where she is currently head of the Department of Languages for Specialists of Other Disciplines (LanSAD). Member of the Linguistics, languages and speech research group (LiLPa), her research interests involve the personal aspects of learning, such as affect, motivation, attachment and autonomy seen through psychological perspectives, teacher cognitions, learning contexts and the online informal learning of English.
Laurent Perrot [+-]
Université de Strasbourg
Laurent Perrot teaches English in the Physics department language centre at the Université de Strasbourg, after a career in secondary teaching. He is currently working on a doctoral thesis co-directed at the Universities of Paris Descartes and Strasbourg. His research interests focus on motivational aspects of ESL learning, learner autonomy, informal learning, CALL and the online informal learning of English.

Description

Learners’ varied Web 2.0 and informal online learning practices and subsequent language acquisition would appear to have multiple and complex links to autonomy, affecting L2 autonomy, learner autonomy and general autonomy. If we consider language learning through the lens of complex dynamic systems theory (CDST; Larsen-Freeman & Cameron, 2007; De Bot, Lowie & Verspoor, 2007), autonomy (of various types) and L2 proficiency and digital literacy would all seem to be acting as attractor states (Hiver, 2015), creating movements potentially leading to virtuous or vicious circles in consecutive feedback loops. Drawing on examples from the online informal learning of English (OILE) such as watching foreign language series, participating in online forums and multi-player online gaming, we attempt to provide a complex dynamic systems analysis of the autonomy and proficiency interactions at play in these types of learning situations.

Notify A Colleague

Citation

Toffoli, Denyze; Perrot, Laurent. Autonomy, the Online Informal Learning of English (OILE), and Learning Resource Centers (LRCs): Relationships Between Learner Autonomy, L2 Proficiency, L2 Autonomy and Digital Literacy. Learner Autonomy and Web 2.0. Equinox eBooks Publishing, United Kingdom. p. 198-228 Apr 2017. ISBN 9781781795972. https://www.equinoxpub.com/home/view-chapter/?id=32712. Date accessed: 23 Oct 2019 doi: 10.1558/equinox.32712. Apr 2017

Dublin Core Metadata