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    The Use of Learner Development Activities in ESL Classrooms; the Correlation Between Learner Autonomy and Students' English Writing Proficiency

    Access Status
    Fulltext not available
    Authors
    Sabani, Noraisikin
    Kurnia, Savitri
    Date
    2010
    Type
    Conference Paper
    
    Metadata
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    Citation
    Sabani, Noraisikin and Kurnia, Savitri. 2010. The Use of Learner Development Activities in ESL Classrooms; the Correlation Between Learner Autonomy and Students' English Writing Proficiency, in Chin, N.S. (ed), TARC International Conference 2010, Oct 18 2010, pp. 170-176. Petaling Jaya, Malaysia: Tunku Abdul Rahman College.
    Source Title
    Emerging Trends in Higher Education Learning and Teaching
    Source Conference
    TARC International Conference 2010
    School
    Curtin Sarawak - Faculty Office
    URI
    http://hdl.handle.net/20.500.11937/13918
    Collection
    • Curtin Research Publications
    Abstract

    This study focuses on the effort to foster learner autonomy in an Intensive English Program through the activities suggested in the three learners’ development stages promoting learner autonomy and its result in developing the students’ learner autonomy as well as their English proficiency level. The levels of perceived learner autonomy are measured by a questionnaire; while their levels of English proficiency are evaluated through the pre and post test of essay writing assessments. There have been quite a few definitions of learner autonomy suggested by different learner autonomy scholars and the one that this research project uses as a conceptual framework is that of Littlewood (1996, p. 428) who defines autonomy as “…independent capacity to make and carry out the choices which govern his or her action …” The findings indicates that despite the fact that there is no significant correlation between the students’ perceived learner autonomy and the students’ performance, the result of their post test indicates otherwise. The verification from their writing proficiency as well as teachers’ reflective journals indicates that the activities suggested by Scharle and Szabo (2000) do make a positive impact, with or without the recognition from the students.

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