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Collaborative Learner Autonomy

A Mode of Learner Autonomy Development

  • Book
  • © 2017

Overview

Authors:
  1. Soufiane Blidi

    1. Faculty of Language Studies, Sohar University, Sohar, Oman

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  • Addresses the issue of learner autonomy with a specific focus on learners in the Omani context, an in similar contexts in the MENA region
  • Tackles practical issues related to the development of autonomous learning faced by practitioners
  • Links the development of learner autonomy to other areas such as professional development, self-development, collaborative learning, experiential learning, learner involvement, motivation and entrepreneurship in education
  • Suggests variety of in-class and beyond class interest circles and opportunities that lead to the gradual development of autonomy through collaboration
  • Includes supplementary material: sn.pub/extras

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Table of contents (5 chapters)

  1. Front Matter

    Pages i-xxxii
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  2. Learner Autonomy—An Overview

    • Soufiane Blidi
    Pages 1-19

  3. Learner Autonomy and the MENA Region Context

    • Soufiane Blidi
    Pages 21-63

  4. Gradual Development of Learner Autonomy

    • Soufiane Blidi
    Pages 65-96

  5. Learner Autonomy and the CLA Perspective

    • Soufiane Blidi
    Pages 97-131

  6. Conclusion

    • Soufiane Blidi
    Pages 133-147

  7. Back Matter

    Pages 149-231
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Keywords

About this book

The book investigates interest groups and various learning circles, Reading Circles (RCs) learning opportunity in particular, as a mode of in-class and beyond class autonomous learning in the  context of English Language Teaching (ELT) at tertiary level in Oman, and in similar contexts in the Middle East and North Africa (MENA) region. This investigation presents learners’ positive perceptions of learner autonomy and their readiness to adopt related practices. Building on findings from these RCs, the book introduces collaborative learner autonomy (CLA) as a novel concept of learner autonomy for use in educational contexts in the MENA region. As a concept of gradual development of learner autonomy, the CLA represents a new dynamic learner autonomy development process consisting of individual, competitive, collaborative, and autonomous stages. The CLA advocated in the book emphasizes the constructive role of teachers and educational institutions can play with other stakeholders in developing autonomy in their learners.  The book also suggests that it is a shared responsibility that students, teachers, educational establishments, families, society and the educational systems should assume in a spirit of partnership.

Authors and Affiliations

  • Faculty of Language Studies, Sohar University, Sohar, Oman

    Soufiane Blidi

About the author

Dr. Soufiane Blidi is a senior ELT practitioner with twenty years of  experience in teaching English, both language skills and content applied linguistics and translation courses, in Tunisia and Oman. He is currently the acting Dean of the Faculty of Language Studies at Sohar University, Oman and a member of the Laboratoire de Recherches d'Analyse de Discours, Sfax University, Tunisia. He has contributions in the design, review and evaluation of undergraduate and post-graduate programmes and a committed interest in curriculum design and evaluation within the perspectives of learner involvement, autonomy, and collaboration.


He is an advocate of learner autonomy development through effective teacher guidance and peer scaffolding in an environment of shared responsibility. Research projects in the pipeline cover: learner involvement in extra-curricula activities; the impact of autonomous and collaborative learning on the learners' language life skills; and the development of autonomous reading culture. 


Bibliographic Information

  • Book Title: Collaborative Learner Autonomy

  • Book Subtitle: A Mode of Learner Autonomy Development

  • Authors: Soufiane Blidi

  • DOI: https://doi.org/10.1007/978-981-10-2048-3

  • Publisher: Springer Singapore

  • eBook Packages: Education, Education (R0)

  • Copyright Information: Springer Science+Business Media Singapore 2017

  • Hardcover ISBN: 978-981-10-2046-9Published: 27 September 2016

  • Softcover ISBN: 978-981-10-9513-9Published: 27 June 2018

  • eBook ISBN: 978-981-10-2048-3Published: 20 September 2016

  • Edition Number: 1

  • Number of Pages: XXXII, 231

  • Number of Illustrations: 1 b/w illustrations, 56 illustrations in colour

  • Topics: Learning & Instruction, Language Education, Teaching and Teacher Education

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