Strategy-based instruction: A learner-focused approach to developing learner autonomy  

Oleh:

Nguyen, Le Thi Cam ; Gu, Yongqi

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Language Teaching Research (sebagian Full Text) vol. 17 no. 1 (Jan. 2013), page 9-30.
Topik: Learner autonomy; self-regulation; strategy-based instruction; strategy training
Fulltext: Nguyen_Le_Thi_Cam.pdf (445.99KB)

Isi artikel

This study investigates the effects of strategy-based instruction (SBI) on the promotion of learner autonomy (LA). LA was conceptualized and operationally defined as learner self-initiation and learner self-regulation. An intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control groups at a Vietnamese university. An eight-week metacognition training package was incorporated into the academic writing programme of the experimental group. Students in the experimental group improved their ability to plan, monitor and evaluate a writing task more than students in the two control groups. Planning became the most often exercised skill, followed by evaluating and monitoring. Improvements in writing were maintained on a delayed test. Overall, the study suggests that strategy-based instruction in the form of training learners in task-specific metacognitive self-regulation improved learners’ autonomy in both learning and their writing ability.

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