A QUALITATIVE STUDY ON THE IMPACT OF A ‘SELF-RUNNING CLASS’

Ilknur Istifci, Yuliya Yashar

Abstract


The aims of this study are to describe ‘Self-running class’ project which is meant to provide maximum participation of pupils, assist them to set the learning goals, choose and apply learning techniques, brush up their study skills, monitor their performance, evaluate their academic progress, and measure its effect on learner autonomy. For the study, a qualitative research methodology was used in order to investigate and discuss the results of ‘Self-running class’ project as a means of developing secondary school learners’ autonomy level. In this study, the data were collected by means of classroom observations recorded in descriptive and reflective fieldnotes, pupils’ performance video-recordings and learning logs in the shape of E-Twinning twinspace page-discussions. This study also reports on the participants’ experiences and reactions towards the application of ‘Self-running class’ project grounded in self-regulated learning. The results revealed that application of ‘Self-running class’ project contributed to the development of the pupils’ autonomy level, namely, its five components: positive attitude, participation, reflection, decision making skills, interaction with others in the learning process, thus, making the participants partially capable of taking charge of their studies. It is believed that application of Class Jobs, giving learners multiple chances to practice various language skills, actively collaborate with each other, resulted in participants’ gaining features of autonomous learners and findings acquired from the study contributed to clarification of the secondary school pupils’ autonomy and the constituents which their level of autonomy comprises.

Цели данного исследования - описать проект «Самообучающийся класс» (‘Self-running class’), в основе которого лежит самоуправляемое обучение и который призван обеспечить максимальное участие учащихся, помочь им овладеть целеполаганием, выбирать и применять методы обучения, совершенствовать свои навыки обучения, отслеживать и оценивать собственную учебную деятельность, и проанализировать воздействие проекта на автономию учащихся. В исследовании использовались качественные методы, сбор данных был осуществлен с помощью классных наблюдений, зафиксированных в описательных и рефлексивных полевых заметках, видео-записей деятельности учеников и письменных дискуссий на страницах платформы образовательных проектов E-Twinning. В этом исследовании также изложены опыт и ответная реакция участников в течение выполнения проекта «Самообучающийся класс». Результаты показали, что претворение проекта «Самообучающийся класс» в жизнь способствовало повышению уровня автономии учеников, а именно, развитию/активизации ее пяти составляющих: позитивного отношения, участия, рефлексии, навыков принятия решений, кооперации с другими в процессе обучения, что в свою очередь сделало учеников способными брать на себя частичную ответственность за собственное обучение. Считается, что в результате применения на занятиях классных профессий (Class Jobs), дающих учащимся возможность активно практиковать различные языковые навыки и сотрудничать друг с другом, участники проекта приобрели черты «автономных» учащихся, а практические результаты, полученные в ходе исследования, способствовали разъяснению понятия автономии учащихся и компонентов автономии учеников средней школы.

 

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Keywords


English as a foreign language, teaching a second language, learner autonomy, self-regulated learning, ‘self-running class’ / английский как иностранный, обучение иностранному языку, автономия учащегося, самоуправляемое обучение, «самообучающийся класс»

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DOI: http://dx.doi.org/10.46827/ejfl.v5i1.3231

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