Readiness for Learner Autonomy: What do our learners tell us?

By Victoria Chan. 2001

232 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/a44c8e97f52db11b90ebb866d5e3fcfe86d1cf7f

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. L. Chang
2. Louisa D Martin
3. Karen Bill
4. J. West
5. Cem Balçıkanlı
6. Abdul Rahman Awadh Al Asmari

In Language and Linguistics

1. Abdul Rahman Awadh Al Asmari
2. L. Chang
3. Louisa D Martin
4. Karen Bill
5. J. West
6. Cem Balçıkanlı

In Literature and Literary Theory

1. Abdul Rahman Awadh Al Asmari
2. L. Chang
3. Louisa D Martin
4. Karen Bill
5. J. West
6. Cem Balçıkanlı

Citations in the corpus

• Group Processes and EFL Learners' Motivation: A Study of Group Dynamics in EFL Classrooms (2010, methodology): “Adapted from Chan et al.'s (2002) questionnaire developed during their piloting process, Section A of this questionnaire had respondents replying to statements in two parallel measurement columns: one for their beliefs? how responsible the respondent felt toward a particular deed, that is, 1 (no res”
• Incorporating Problem-Based Learning Strategies to Develop Learner Autonomy and Employability Skills in Sports Science Undergraduates (2008, background): “These scales were similar to those used by Fazey and Fazey (2001), and previous research indicated that these were the areas where PBL and learner autonomy shared some common ground (Kremer-Hayon and Tillema, 1999; Zimmerman, 2000; Pajares and Valiante, 2002; Chan, 2001a).”
• Student perceptions of their autonomy at University (2018, background): “…(internal locus of control); confidence in skills or ability to achieve (self-efficacy); engagement with student-led learning (self-regulation) (Chan 2001; Fazey and Fazey 2001; Macaskill and Taylor 2010; Macaskill and Denovan 2013); and, the “surface” vs. “deep” approach, where autonomous…”
• Practices and Prospects of Learner Autonomy: Teachers' Perceptions (2013, background): “In a study, Chan (2001) reported that the learners identified the following characteristic qualities of autonomous learners: highly motivated, goal oriented, well organized, hard working, initiative, enthusiastic about learning, flexible, active, willing to ask questions, and making use of every opp”
• Learner Autonomy In Language Learning: Student Teachers’ Beliefs (2010, background): “…if students are involved in decision making processes regarding their own language competence, “they are likely to be more enthusiastic about learning” (Littlejohn, 1985, p. 258) and learning can be more focused and purposeful for them (Little, 1991; Dam, 1995; Camilleri, 1997; Chan, 2001; 2003).”