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Intro -- Contents -- Introduction -- 1 Autonomy and Technology: Potential Game-Changers in Language Education -- 2 Foregrounding Autonomy in Digital Spaces and Different Instructional Contexts -- 2.1 Instructed Contexts -- 2.1.1 Plurality and Translanguaging in Student Interaction -- 2.1.2 Self-Regulated Learning Through Task-Based Learning -- 2.2 Semi-Instructed Contexts -- 2.2.1 Motivational Drivers in Experiential Learning Through VE -- 2.2.2 Choice, Awareness, and Control in a Teacher Education VE -- 2.2.3 Agency, Reflection, and Self-Direction in a Teacher Education VE -- 2.3 Self-Instructed Contexts -- 2.3.1 Agency, Control, and Choice Through Games and Apps -- 2.4 Epistemological and Analytical Frameworks for Exploring Autonomy -- References -- Learning, Working and Playing Online: University Students' Practices When Collaborating in Social Media -- 1 Introduction -- 2 Learner Autonomy in Digital Contexts -- 3 The Study: Background and Context -- 3.1 Participants and Data Sources -- 3.2 Analytical Methods -- 4 Findings -- 4.1 Roles Adopted -- 4.2 Language Choice and Accommodation -- 4.3 Getting Things Done Online: Activities Observed -- 5 Discussion and Conclusion -- References -- Exploring Self-Regulated Learning Through Flipped Instruction with Digital Technologies: An Intermediate Spanish Course -- 1 Introduction -- 2 Review of the Literature -- 2.1 Conceptual Framework: Learner Autonomy, Self-Regulated Learning -- 2.2 Self-Regulated Learning in Technology-Enhanced Flipped Classrooms -- 2.3 Research Questions -- 3 Methodology -- 3.1 Context of the Study -- 3.2 Participants -- 3.3 Course Design and Structure -- 4 Data Collection and Analysis -- 4.1 Post Survey -- 4.2 Self-Reflective Blogs -- 4.3 Focus-Group Interviews -- 5 Results and Discussion.
5.1 Research Question #1: Student Reactions to the Flipped Model for Self-Regulated Learning -- 5.2 Research Question #2: Factors Affecting Students' Self-Regulated Learning -- 5.3 Research Question #3: Impact of Peer Interaction and Instructor Scaffolding on Learner Autonomy -- 5.4 Limitations and Suggestions for Future Studies -- 6 Pedagogical Implications and Conclusion -- References -- Supporting Autonomy in an Exam-Based Context: Results from a Hong Kong-U.S. Telecollaboration -- 1 Introduction -- 2 Prior Research -- 3 Methodology -- 3.1 Participants -- 3.2 Hong Kong Course Context -- 3.3 Telecollaborative Tasks and Timeline -- 3.4 Data Collection and Analysis -- 4 Results -- 4.1 Prior Experience with Tools and Teamwork Experience and Expectations -- 4.2 Tasks Posts and Reflection -- 4.3 Self-Reflection Regarding Team Collaborations and Project Outcomes -- 4.4 Beneficial and Challenging Aspects of Course -- 5 Discussion -- 5.1 Prior Experience and Expectations -- 5.2 Participation in Telecollaborative Tasks -- 5.3 Motivation to Telecollaborate -- 5.4 Satisfaction with Final Projects -- 5.5 Limitations -- 6 Concluding Remarks -- References -- Where Multimodal Literacy Meets Online Language Learner Autonomy: "Digital Resources Give Us Wings" -- 1 Introduction -- 2 Background to the Study -- 2.1 Social Semiotics and Multimodal Literacy -- 2.2 Autonomy and Multimodal Literacy -- 3 Methodological Approach -- 3.1 Participants and Context -- 3.2 Tasks -- 3.3 Dataset and Data Analysis -- 4 Presentation and Discussion of Findings -- 4.1 Modal Affordances -- 4.1.1 Canvas -- 4.1.2 Padlet -- 4.1.3 Prezi -- 4.2 Who Am I? -- 4.3 What Is in a Group Name? -- 4.4 Co-creation of Digital Artefacts: Prezi Presentations -- 4.5 Assessment -- 5 Concluding Remarks -- Appendix -- References.
From Autonomous Learners to Self-Directed Teachers in Telecollaboration: Teachers Look Back and Reflect -- 1 Introduction -- 2 The Importance of Agency in Teacher Development and Teaching -- 2.1 Teacher Agency in Telecollaborative Environments -- 2.2 Contextualizing the Data: The Course -- 3 Methodology -- 3.1 Data Collection Process -- 3.2 Data Management -- 3.3 Participants -- 4 Survey Results: An Overview of Responses -- 5 Qualitative Analysis -- 5.1 A Synopsis of the 17 Telecollaborative Exchanges Reported by the FSs -- 5.2 From Learner to Teacher Autonomy: Self-Reporting of Initiatives and 'Owning' the Process -- 5.3 Limitations -- 6 Discussion -- 7 Concluding Remarks -- References -- Learner and Teacher Autonomy Through Virtual Exchange: The Use of Videoconferencing Recorded Sessions as Stimuli for Reflection -- 1 Introduction -- 2 Literature Review -- 2.1 Learner Autonomy Theoretical Framework -- 2.2 Reflection to Promote Autonomy -- 2.3 SCMC-Based Virtual Exchanges -- 2.4 Research Questions -- 3 Methodology -- 3.1 Participants -- 3.2 Data Collection and Analysis -- 3.2.1 Pre- and Post-Surveys -- 3.2.2 Weekly Procedures -- 3.2.3 Data Analysis -- 4 Results -- 4.1 RQ1: Learner Engagement for TESOL Teacher Candidates and EFL Learners -- 4.1.1 Self-Rating of Engagement on Pre- and Post-Surveys -- 4.1.2 Self-Rating of Engagement on Weekly Reflections -- 4.2 RQ2: Reflection about the Learning Process for TESOL Teacher Candidates and EFL Learners -- 4.2.1 TESOL Teacher Candidate Weekly Reflections -- 4.2.2 EFL Learner Weekly Reflections -- 4.2.3 TESOL Teacher Candidate Zoom Analyses -- 4.2.4 EFL Learner Zoom Analyses -- 4.2.5 Post-Surveys for TESOL Teacher Candidates and EFL Learners -- 4.3 RQ 3: Use of the Target Language for TESOL Teacher Candidates and EFL Learners -- 4.4 Limitations -- 5 Discussion.
5.1 Learner Engagement for TESOL Teacher Candidates and EFL Learners -- 5.2 Reflection About the Learning Process for TESOL Teacher Candidates and EFL Learners -- 5.3 Use of the Target Language for TESOL Teacher Candidates and EFL Learners -- 6 Pedagogical Implications and Conclusions -- References -- Structured Reflection to Support Pre-Service Language Teachers' Autonomy Development -- 1 Introduction -- 1.1 Technology and Pre-service Language Teacher Education -- 1.2 Autonomy and Pre-service Language Teacher Education -- 2 Context of the Study -- 3 Methodology -- 4 Findings -- 4.1 Reflective Texts -- 4.2 Interviews -- 4.3 Learning by Doing -- 4.4 Purposeful Integration of Technology -- 4.5 Reflection to Make Learning Visible -- 5 Conclusion -- Appendices -- Appendix A - Template - Adapted from Gibbs Reflective Cycle -- Appendix B - Interview Schedule -- References -- Learnful L2 Gaming: The Wisdom of the Wild -- 1 Introduction -- 2 Background -- 3 The Study -- 3.1 Data and Procedures -- 3.2 Results -- 3.2.1 Game Genres and Titles -- 3.2.2 Languages -- 3.2.3 Suggestions for L2 Gaming -- 4 Discussion and Implications -- References -- Apps for Informal Autonomous Language Learning: An Autoethnography -- 1 Introduction -- 1.1 Autonomy -- 1.2 Foraging and Stimulus Appraisal -- 1.3 Autoethnographies -- 1.4 Autoethnographic Studies on Language Apps -- 2 Methodology -- 2.1 The Aim of the Study -- 2.2 The Resources -- 2.3 Method -- 2.4 Data Collection and Analysis -- 2.4.1 Journal -- 2.4.2 Data Analysis -- 3 Findings -- 3.1 Adapting My Phone for Language Learning -- 3.2 Foraging for Apps -- 3.2.1 Memrise -- 3.2.2 Busuu -- 3.2.3 Duolingo -- 3.2.4 HelloTalk -- 4 Discussion -- 5 Conclusion -- References -- Apps -- Afterword -- References.
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In this together : teachers' experiences with transnational, telecollaborative language learning projects / / edited by Melinda Dooly, Robert O'Dowd
