Towards a Better Understanding of the Dynamic Role of the Distance Language Learner: Learner perceptions of personality, motivation, roles, and approaches
By Stella Hurd. 2006
122 citations recorded by the source corpus.
This study investigated the experience of learners enrolled on an Open University (UK) French course, and included personality factors, motivation, and tutor and student roles. The data gathered via multiple elicitation methods gave useful insights into issues of special relevance to distance language education, in particular the lack of fit between an inherently social discipline such as language learning and the distance context, whose main characterizing feature is remoteness from others. Motivation was seen to play a crucial role in success, along with tutor feedback, and personal responsibility for learning. Increased confidence and self‐regulation were beneficial outcomes of the process of learning at a distance, and numerous suggestions for learning approaches based on personal experience were offered for language learners new to distance learning. The study concluded that the task for distance practitioners is to build on the insights shown by learners themselves, in order to target support where it is most needed.
Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/429ec6adec01f3c5fbd3b58d396b1a6b895d3f8b
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In Developmental and Educational Psychology
In Language and Linguistics
In Literature and Literary Theory
Citations in the corpus
- Sustaining Language Skills Development of Pre-Service EFL Teachers despite the COVID-19 Interruption: A Case of Emergency Distance Education (2020, background): “The participants concluded that EDE procedures might be beneficial for sustaining language skills development to some extent; nevertheless, it creates disadvantages mostly for speaking skills, which was also documented in the field of distance education [67].”
- Anxiety and non-anxiety in a distance language learning environment: The distance factor as a modifying influence (2007, unknown): “For this reason, results from the same study relating to motivation, roles, personality and approaches have been reported separately (Hurd, 2006).”