The Significance of Responsibility for Learning: Foreign Language Learners’ Understandings and their Attitudes and Behaviors

سال انتشار: 1392
محل انتشار: اولین کنفرانس ملی آموزش زبان انگلیسی، ادبیات و مترجمی
کد COI اختصاصی: TELT01_109
زبان مقاله: انگلیسی
تعداد مشاهده: 855

نویسندگان

Islamic Azad University – Urmia Branch

چکیده

This article explores how learner responsibility might be brought to the fore as a direction of education and pedagogy in studies of second language learning. It then examines how the construct of responsibility has been neglected in research on second language learning as well as in the related area of research on individual differences (ID). The article goes on to suggest how learners’ understandings of and attitudes toward responsibility and autonomy might be central to the concept in foreign language learning contexts. To help close this research gap, the current study investigates what the different proficiency level male and female learners’ understandings of the concept of responsibility for learning are, how they have reported their own learning related attitudes and behaviors, and what associations exist between their understandings and self-reports. The participants were 96 male and female learners, aged 20-23, with different proficiency levels. Two questionnaires along with open-ended questions were employed to evaluate participants’ understandings of responsibility and their perceptions of their own learning related attitudes and behaviors: the SURLQ and the SRLABQ respectively. The main analysis reveals a behavioral perspective supporting the participants’ understandings of responsibility. The quantitative and qualitative analyses results show that participants reported themselves as being responsible and self-regulated learners as evidenced by their high questionnaire scores. The analysis also reveals a strong correlation between participants’ understandings of responsibility and their self-reported attitudes and behaviors. The analysis also provides strong evidence that these findings are dependent upon learners’ gender and their level of proficiency. Overall, the findings support the notion that there is a relative acceptance of behavioral compliance or prudence in the classroom versus personal control and accountability with respect to learning.

کلیدواژه ها

personal responsibility for learning, autonomy, self-regulated learning, choice and personal decision making, self-directed learning

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