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FrontPage 1.Introduction 2.Learner Agency in SLA Theory 3.Roles for Learner Agency 4.Barriers to Learner Agency 5.New Opportunities for Learner Agency 6.Current EFL Classroom Realities 7.Blended Learning 8.Wikis 9.Example Studies 9.1.Study 1 9.2.Study 2 10.Conclusion 11.References
Investigation into opportunities for increased learner agency with Web 2.0 in EFL blended learning contexts: How the affordances of Wikis can be used to facilitate agency, participation and ownership of learning in EFL classrooms.
John Chalk
Student ID: 4258070
(LK4IDT UK) (AUT 15-16)
Abstract
This assignment will argue the case that due to the advent of web 2.0, learners’ expectations and future employment needs require a more learner-driven approach to language learning. I will first investigate learner agency and its benefits for SLA. By learner agency I mean:
1. 'Democratic' or highly personalised syllabi/lessons
2. Learner generated or selected lesson content
3. Increased student responsibility for learning and ownership of learning
After this I will explore issues related to learner agency in an EFL context. This will be followed by focussing on Web 2.0 and our
changing relationship with knowledge and the consequences for education. Then I will critically analyse current EFL practice in classrooms and blended learning contexts. Although there are a multitude of web 2.0 tools available, I will limit the scope of this discussion to wikis. This will be conducted by a brief definition of Wikis and analysis of two studies into their use for language learning.
Keywords: Learner Agency, Wikis, Blended Learning, EFL
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Comments (1)
John Chalk said
at 1:58 pm on Dec 31, 2015
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