Strategy-based instruction: A learner-focused approach to developing learner autonomy
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Le Thi Cam Nguyen [1] ; Yongqi Gu [1]
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[1] Victoria University of Wellington
Victoria University of Wellington
Nueva Zelanda
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- Localización: Language teaching research, ISSN 1362-1688, Vol. 17, Nº. 1, 2013, págs. 9-30
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
- Dialnet Métricas: 2 Citas
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Resumen
This study investigates the effects of strategy-based instruction (SBI) on the promotion of learner autonomy (LA). LA was conceptualized and operationally defined as learner self-initiation and learner self-regulation. An intervention study was conducted with the participation of 37 students in an experimental group, and 54 students in two control groups at a Vietnamese university. An eight-week metacognition training package was incorporated into the academic writing programme of the experimental group. Students in the experimental group improved their ability to plan, monitor and evaluate a writing task more than students in the two control groups. Planning became the most often exercised skill, followed by evaluating and monitoring. Improvements in writing were maintained on a delayed test. Overall, the study suggests that strategy-based instruction in the form of training learners in task-specific metacognitive self-regulation improved learners’ autonomy in both learning and their writing ability.
