Research Information System
The 12th Lab Session on Curriculum for Learner Autonomy. Research Institute for Learner Autonomy Education, Kanda University of International Studies, Chiba, Japan., Chiba, Japan, 05 July 2024, pp.1, (Summary Text)
Title: Tech-Enhanced L2 Learning: Autonomy and Interdependence
Speakers: Hatice Karaaslan, PhD in Cognitive Science, Middle East Technical University, is an EFL Instructor, a learning advisor, an advisor educator, and a student mentorship program coordinator in Ankara Yıldırım Beyazıt University, Türkiye and a guest instructor in RILAE, KUIS, Japan.
Ahmet Çolak, PhD in Instructional Technology, University of South Florida, is an EFL Instructor and instructional technology program coordinator in Ankara Yıldırım Beyazıt University and an adjunct instructor at MEF University, Türkiye.
Abstract: Traditional L2 learning struggles to balance autonomy with collaboration. This practice aims to bridge the gap with a tech-driven and theme-based approach. Chickering's theory (1993) emphasizes "moving through autonomy toward interdependence" (p. 3), a crucial aspect of student development that extends beyond language acquisition and impacts a learner's sense of self. To this end, this project utilizes digital tools (eg. e-portfolios or forums) for self-directed learning, knowledge co-creation and vibrant online communities. Project management software fosters teamwork, while interaction with fluent speakers from around the globe and creative tools enhance cultural exchange and self-reflection. Large language models provide personalized support. On the whole, this learner-centered approach cultivates not only language proficiency but also personal responsibility, cultural awareness and a global identity, redefining L2 learning.
Session type: Description of practice
Pre-recorded session: https://www.youtube.com/watch?v=Es27ufZ80tg