Using technology to promote learner autonomy and good study habits

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Using technology to promote learner autonomy and good study habits

1. Using technology to promote learner autonomy and good study habits

Using technology to
promote learner
autonomy and good
Olga
Sergeeva
study
habits
28 February 2019

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Slides and materials:
vk.com/olyaelt
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Successful learners:
what makes them
successful?
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Successful learners:
what makes them
successful?
autonomy
study strategies
goals
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Unsuccessful learner – why?
autonomy
study strategies
goals
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What does it mean ‘to get to
B2’?
What does it mean ‘to get to B2’?
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Unsuccessful learner – why?
autonomy
study strategies
goals
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What does it mean ‘to get to
B2’?
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What does it mean ‘to get to
B2’?
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Cambridge English:
Assessing speaking performance at level
B2
https://www.cambridgeenglish.org/image
s/168619-assessing-speaking-performanc
e-at-level-b2.pdf
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What we did initially:
Provide the learners with an ‘out-of-class learning’
menu – a list of resources and activities they can do
on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a
month.
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What we did initially:
Provide the learners with an ‘out-of-class learning’
menu – a list of resources and activities they can do
on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a
month.
[Title for presentation / Date to go here]

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What we did initially:
Provide the learners with an ‘out-of-class learning’
menu – a list of resources and activities they can do
on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a
month.
[Title for presentation / Date to go here]

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What we did initially:
Provide the learners with an ‘out-of-class learning’
menu – a list of resources and activities they can do
on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a
month week.
[Title for presentation / Date to go here]

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What we did initially:
Provide the learners with an ‘out-of-class learning’
menu – a list of resources and activities they can do
on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a
month week.
[Title for presentation / Date to go here]

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What we did initially:
Provide the learners with an ‘out-of-class learning’
menu – a list of resources and activities they can do
on their own.
Ask them to keep a diary. Provide them with
examples of a diary. Alternative: only sharing,
no diaries.
Follow up on their out-of-class work around once a
month week.
[Title for presentation / Date to go here]

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What we did initially:
Provide the learners with an ‘out-of-class
learning’ menu – a list of resources and activities
they can do on their own.
Ask them to keep a diary. Provide them with
examples of a diary. Alternative: only sharing,
no diaries.
Follow up on their out-of-class work around once a
month week.
[Title for presentation / Date to go here]

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What I do now:
Provide the learners with an ‘out-of-class
learning’ menu – a list of resources and activities
they can do on their own. Demonstrate.
Ask them to keep a diary. Provide them with
examples of a diary. Alternative: only sharing,
no diaries.
Follow up on their out-of-class work around once a
month week.
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What helps to sustain motivation?
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What helps to sustain motivation?
…encourage your students to make
‘to-do’ lists, to chip away at their
goals, and reward themselves for
each goal accomplished.
Rachael Roberts
Motivating your students to go beyond the
intermediate plateau
https://www.teachingenglish.org.uk/blogs/rachael-roberts/motivating-your-students-go-beyond-intermediate-plateau
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Homework log
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Homework log
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Homework log
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Homework log
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Homework log
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Homework log
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Homework log
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Homework log
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Sylvana Richardson
IATEFL 2017
https://www.youtub
e.com/watch?v=9MZO
KKWk1cE
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Sylvana Richardson
IATEFL 2017
https://www.youtub
e.com/watch?v=9MZO
KKWk1cE
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Success criteria: example
Write an email using expressions that we’ve
studied.
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Success criteria: example
Write an email using expressions that we’ve
studied.
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Activities for autonomous learning
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does a learner acquire language from something t
read or listen to?
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‘he Hm,
say
s’?
stu
die
d th We
is!
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А я бы
сказа
л ‘ he
tells’..

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Those linguistic forms in the input
that are noticed (i.e. consciously
attended to) are more likely to be
acquired than those that are not
noticed.
Acquisition is also enhanced when
learners notice-the-gap (i.e. pay
attention to the difference
between the input and their own
output).
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Task types?
noticing
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noticing-the-gap

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Noticing: grammar spotting
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Noticing: language spotting
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Have you read Romeo & Juliet
Do you like this sign?
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Noticing: language spotting
Have you read Romeo & Juliet
Do you like this sign?
Look through the sign
and notice examples of
language that we’ve
studied. Why did the
author use it here?
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Noticing: language spotting
Stage 1:
Engage with meaning
Have you read Romeo & Juliet
Do you like this sign?
Stage 2:
Focus on language
Look through the sign
and notice examples of
language that we’ve
studied. Why did the
author use it here?
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