A Double-Channel Model for Developing Learner Autonomy in an EFL Context

Using Computer-Assisted Language Learning (CALL) to develop learner autonomy is a challenging task in the context of teaching English as a foreign language (EFL). A new, double channel model for developing learner autonomy is proposed. This provides the basis for an experimental study, which investi...

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Bibliographic Details
Published in:International journal of computer-assisted language learning and teaching 2012-07, Vol.2 (3), p.1-16
Main Authors: Wang, Dongshuo, Wang, Jinghui, Spencer, Kenneth A
Format: Article
Language:English
Subjects:
Analysis
Autonomy
Channels
Computer assisted language learning
Context
Education
English as a second language
English as a second language instruction
Foreign languages
Learning
Learning strategies
Platforms
Scaffolding
Self instruction
Tasks
Teaching
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Summary:Using Computer-Assisted Language Learning (CALL) to develop learner autonomy is a challenging task in the context of teaching English as a foreign language (EFL). A new, double channel model for developing learner autonomy is proposed. This provides the basis for an experimental study, which investigates the impact of an autonomous learning platform (ALP). Both self-directed learning and socially-mediated learning are incorporated into the platform. The results of the study indicate that the double channel model supports the facilitating effects of scaffolding through English communication in an EFL context.
ISSN:2155-7098
2155-7101
DOI:10.4018/ijcallt.2012070101