Faculty of Humanities and Social Science > English

CALL, LEARNER AUTONOMY & TEACHERS' ROLE IN LEARNING ENGLISH

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Mustafizur rRhman:
STATEMENT OF THE PROBLEM

   This topic intends to show how Computer-Assisted Language Learning (CALL) can promote individual learner's autonomy with a proper guideline by a teacher without compromising the learner's independence. There is no doubt that in recent times the use of CALL is integrated with supportive approaches to language learning but the question is how CALL affects learners’ autonomy and how the teachers can play their roles in this regard.
   There seems little doubt that CALL is presently the most innovative area in the practice of foreign language teaching and learning in the outside world but in the context of Bangladesh it is still to be identified. Again, other research reports tend to give no or little attention to the role of the teacher in guiding learner autonomy. They focus, not unreasonably, on learners, who, individually or together, are supposed to get on with the work themselves. That is why we need to answer the question of what the teachers can do to make a CALL task successful in promoting learners’ autonomy in the context of Bangladesh taking the tertiary level under its consideration.

Mustafizur rRhman:
SIGNIFICANCE OF THE STUDY

Despite the fact that the possibilities are endless in Bangladesh, the use of CALL in promoting learners’ autonomy at the tertiary level is very nominal and not to the expected level and our students are not benefited to the maximum level as it should be. So the roles of teachers need to be identified to maximize the use of CALL to make our students more skilled in English. This discussion intends to unravel the problems and limitations offering a complete guideline for ensuring the maximum benefit from it.

The discussion will attempt to demonstrate how, with the help of teachers CALL can foster learners’ autonomy making learning more interesting, appealing, motivating and authentic. A common justification for the use of computers in language teaching and learning is that it is said to promote learner autonomy, which researchers and practitioners alike now set as a very important goal. So let us discuss the relationship between computer-assisted language learning and autonomy, focusing on the role of the teacher in making the technology an effective learning opportunity.

The writer demands a response to this question and affirms that in CALL the teacher has a role to play in developing students' sense of autonomy.

Mustafizur rRhman:
CALL is clearly a good tool to facilitate the development of learner autonomy which may be due to a number of factors.  The most important factor is that learners are in control of their role in the CALL discussions which automatically implies that they are in control of decision-making, planning and self-regulation.  With CALL, individual learners are given the opportunity to “move out of their individual comfort zones in order to participate productively and effectively in the learning process” (Hoven, 1999, p.157).  In a word, CALL has a positive effect on learner autonomy if the students perceive the tool to be a useful one. Therefore, I argue that the teacher's role in CALL needs to be more potent than has been acknowledged so far.

shamsi:
I think,teachers should help students to develop a sense of self-efficacy so that they can take up challenges and expect success implementing their prior knowledge.In this way,teachers can contribute in upholding 'Learners' Autonomy'.

Regards

Shamsi

shipra:
Dear Sir,thank you for introducing this important topic.It's a very important aspect of Linguistics with which the students should be familiar.How can we be autonomous learner,we should know that.Because,self-learning is the best way of learning.So,thank you.

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