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A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili)

Mose, Patrick O.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274

Abstract Details

2016, Doctor of Philosophy (PhD), Ohio University, Instructional Technology (Education).
Learner autonomy is a fundamental phenomenon in the teaching and learning of languages. The growth of digital technology and the Internet appears to have changed the manifestation of learner autonomy, particularly in Less Commonly Taught Languages (LCTLs). The purpose of this phenomenological research study was to examine the experiences of LCTL instructors and students by discussing how LCTL instructors and students describe the phenomenon of learner autonomy, investigating what strategies are perceived to promote learner autonomy in LCTLs and report on how to create more opportunities for promoting learner autonomy. The researcher applied a qualitative phenomenological approach to gather and analyze data through memoing and interviewing nine participants. Three themes emerged from the data: description of learner autonomy; authentic language-learning experiences; and strategies for promoting learner autonomy. Overall, motivation, authentic experiences, and use of technology were identified to play a vital role in promoting learner autonomy. Data generated from this study lead to recommendations for utilizing personalized instructional design principles for learning that allows language learners to collaborate using technology tools that promote engagement, create an authentic language-learning environment for language learners, and exploiting iPedagogy opportunities presented by the 21st century technological tools that foster autonomy and encourage learner control.
David Moore, Dr. (Advisor)
297 p.
Bilingual Education; Educational Technology; Instructional Design; Language; Linguistics; Teacher Education
Learner Autonomy; Less Commonly Taught Languages; Computer Assisted Language Learning; Twenty-first century Learning; Collaboration; Language Pedagogy; Swahili Language; Personalized Learning; Authentic Learning Experience; Motivation; Digital tools

Recommended Citations

Citations

  • Mose, P. O. (2016). A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili) [Doctoral dissertation, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274

    APA Style (7th edition)

  • Mose, Patrick. A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili) . 2016. Ohio University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274.

    MLA Style (8th edition)

  • Mose, Patrick. "A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili) ." Doctoral dissertation, Ohio University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1476790242625274

    Chicago Manual of Style (17th edition)

ohiou1476790242625274
506
© 2016, all rights reserved.
This open access ETD is published by Ohio University and OhioLINK.