Motivating through Autonomy
| Authors | |
|---|---|
| Year of publication | 2015 |
| Type | Appeared in Conference without Proceedings |
| MU Faculty or unit | |
| Citation | |
| Description | University students often have priorities elsewhre but not in language learning, be it their field of study or a hunt for credits. Activating their metacognition and involving them more into the learning progress changes their attitude and motivates them to achieve the goals they set themselves. The students further develop their metacognitive skills and their chances to become independent learners are higher than in traditional classroom setting, where the teacher sets the goals and deadlines. Autonomy development is what the course English Autonomously (EA) offers apart from the progress in language comepetences. In the last 3 semestres I have closely observed the shift from extrinsic to intrinsic motivation and I aim to explore the process and factors that change students´ approach to learning. My paper will introduce this change and illustrate it on case studies gathered during individual counselling sessions with students of our course EA. |
| Related projects: |