This paper is the result of a case study of learner responsibility in English language teaching at an upper secondary school. With the implementation of Gy11, the new curriculum for the upper secondary school in Sweden, learner responsibility has been introduced as an obligatory goal. However, in the steering documents the concept is not clearly defined. As a result the implementation of learner responsibility is dependent on the interpretation done by the schools. The purpose of this project was to explore how some students, teachers and head teachers perceive learner responsibility in relation to teaching and learning. The empirical study consists of observations and interviews with two head teachers, two teachers and eight students. Our results show that both students and teachers are happy with the opportunities for learner responsibility provided.Furthermore, they highlight it as something important. Both the head teachers and theteachers emphasise the importance to view the implementation of learner responsibility as an on-going process which the teachers are responsible for. In addition the students express that they are more motivated in their English studies as a result of being allowed more influence over their learning process. Lastly, the head teachers highlightmotivation and understanding as key factors for learner responsibility.

In this degree project the concepts of student democracy, student influence, learnerresponsibility and learner awareness are discussed. This has been done in connection to the learner autonomy movement in Sweden and the steering documents at a secondary school level. Our study concerns some teachers’ and students’ attitudes to and experiences of working with these issues in school. We came to the conclusion that the teachers that we interviewed are very aware of what the steering documents say and try to incorporate these essential parts in their teaching. We also found that the students are not at all aware of theconcepts and ideas presented in the steering documents in the same way as the teachers are.Also, the teachers’ and the students’ understanding of these terms differ, something that may lead to a misunderstanding and make it hard to discuss matters connected to student democracy and learner autonomy. A lot of work has to be done in schools in order to make the students more aware and to encourage them to take more responsibility for their learning.

本研究以六位有良好英語程度的香港學生為對象，探討他們從中學到大學首兩年期間，如何在課外環境中，發揮不同的程度的學習行動力，應付學習的障礙，以及有效運用外在環境因素。本研究探索他們的自主學習路徑，期望從結果總結出一些方法，以提升本地學生的學習自主性。 / 本研究採取混合方法設計，以定性集體個案研究探討為主體的研究方案，從香港一所大學裡的七十八位本科生，進行問卷調查，選取六位進行個案研究。他們需要接受半結構式訪問，提供語言學習日誌，藉以追溯他們的英語學習經驗。 / 研究發現，他們在中學時期的英語學習自主性不高，也不一定利用課外環境學習英語，即使參與其中，大部份的學習活動都是在他人（父母、師長等）的引導下進行。他們有限的課外學習，既具實際用途，亦以興趣為主，在過程中開始建立學習行動力。為應付大學的學習要求，他們比中學時期較多參與自發性的課外學習，在自我調節的過程中面對不少困難。因此，他們亦利用不同的學習身份和提升心理質素，從而建立學習自主性。部分有較多課外學習經驗的個案參與者較能應付大學的自學模式，而其他個案參與者則仍然在自主學習活動中使勁地掙扎。 / 本研究總結出一套語境化模型，用以闡釋課外學習與學習自主性的關係，並同時兼顧自發性和參與度這兩方面因素。參加自發的活動，或自願參與他人所辦的活動，都能提升自主性。權威引導下的活動對自主性的影響則視乎學員如何發揮本身的學習行動力來操控學習過程。本研究更指出，提升學習自主性的過程，是循環和遞增的。個人學習行動力、外在環境因素、課外學習和環境等互起作用，同時是整個循環裡面的手段和產物。香港學生要在瞬間變得自主，顯然不符現實。然而，他們可以通過持續參與以興趣為主的活動，發展出學習行動力，進入這個學習循環，加強循環內各元素之間的聯繫。本研究進而建議，教師應給予本地學生更多自由和彈性。本地學生亦應多參與以興趣為主的英語學習活動，建立可持續終身的英語學習行動力。 / The present study examined how six highly proficient local learners of English exercised agency, coped with constraints, and took advantage of affordances, at varying degrees, in out-of-class contexts throughout their secondary education and first two years of tertiary studies. The study traced their autonomous learning trajectories and the findings suggested ways to help local learners foster greater autonomy. / A largely qualitative, mixed-method, multiple-case study design was adopted. By way of a survey, the six case participants were selected from a pool of 78 proficient tertiary English learners at a Hong Kong university. They were asked to provide a retrospective account of their English learning experiences through semi-structured interviews and a language learning journal. / The findings showed that, at the secondary level, they were not autonomous. Most of their out-of-class learning activities, if any, were directed by others (e.g. parents, teachers). Some participated in instrumental yet interest-driven out-of-class learning, through which they started building their agency; however, such kind of participation was limited. They encountered difficulties adjusting to the demands placed on them at university; thus, they experienced periods of frustration. To do well at the tertiary level, they participated in more self-initiated out-of-class learning. Taking more steps towards learner autonomy, they made an effort to negotiate multiple identities and strengthen their psychological capacity. A few case participants who had more out-of-class learning experiences adapted better to the self-learning mode; the rest still struggled with autonomous learning. / Based on the findings, a model was developed to illustrate a contextualized understanding of out-of-class learning in relation to learner autonomy, taking both aspects of participation and initiation into consideration. While self-initiated activities and voluntary participation in other-initiated activities can help foster autonomy, the impact of authority-directed activities on autonomy depends on how far one exercises agency to control the task. The present study further suggested that fostering learner autonomy is a spiral, recursive process. Agency, affordances, out-of-class learning, and the environment interact with each other, as both means and products in a cycle. It is unrealistic to demand that local learners become autonomous overnight. However, they can enter the cycle and develop agency through committed participation in interest-driven activities. Persistent engagement can help strengthen the interlocking links in the cycle. The present study further suggested that teachers should allow more freedom and flexibility for local learners to develop learner autonomy. Local students should invest in interest-based English activities and build up agency to sustain lifelong English learning. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Chan, Hoi Wing. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2012. / Includes bibliographical references (leaves 357-389). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract also in Chinese. / ABSTRACT --- p.i / ACKNOWLEDGEMENTS --- p.vi / TABLE OF CONTENTS --- p.vii / LIST OF TABLES --- p.xvii / LIST OF FIGURES --- p.xviii / LIST OF ABBREVIATIONS --- p.xix / Chapter CHAPTER ONE --- INTRODUCTION --- p.1 / Chapter 1.1 --- Background: Statement of the problem --- p.1 / Chapter 1.2 --- Purpose and overview of the study --- p.2 / Chapter 1.3 --- Research questions --- p.4 / Chapter 1.4 --- Definition of terms --- p.5 / Chapter 1.4.1 --- Ecological notion of language learning --- p.5 / Chapter 1.4.2 --- Affordances --- p.6 / Chapter 1.4.3 --- Agency --- p.6 / Chapter 1.4.4 --- Poststructuralist approach to language learning --- p.6 / Chapter 1.4.5 --- Identity --- p.7 / Chapter 1.4.6 --- Learner autonomy --- p.7 / Chapter 1.4.7 --- Out-of-class learning --- p.8 / Chapter 1.5 --- Significance of the study --- p.9 / Chapter 1.6 --- Organization of the thesis --- p.9 / Chapter CHAPTER TWO --- LITERATURE REVIEW --- p.12 / Chapter 2.1 --- Introduction --- p.12 / Chapter 2.2 --- Learner autonomy --- p.13 / Chapter 2.2.1 --- Autonomy in education --- p.13 / Chapter 2.2.2 --- Autonomy in language learning --- p.15 / Chapter 2.2.2.1 --- Autonomy in language learning: A multi-dimensional construc --- p.16 / Chapter 2.2.3 --- Learner autonomy in different cultural settings --- p.23 / Chapter 2.2.4 --- Out-of-class learning --- p.31 / Chapter 2.2.5 --- The "Good language learner" studies --- p.36 / Chapter 2.3 --- The ecological approach to language learning --- p.37 / Chapter 2.3.1 --- Affordances in language learning --- p.39 / Chapter 2.3.1.1 --- Perception and action --- p.40 / Chapter 2.3.2 --- Agency in language learning --- p.42 / Chapter 2.4 --- Poststructuralists’ view on language learners and language learning --- p.44 / Chapter 2.4.1 --- Language learner identity --- p.44 / Chapter 2.4.2 --- Agency, identity, and power --- p.45 / Chapter 2.4.3 --- Learner autonomy as agency --- p.48 / Chapter 2.4.3.1 --- Empirical studies of agency, identity, and autonomy in the non-target language environmen --- p.50 / Chapter 2.4.3.2 --- Imagined communities --- p.53 / Chapter 2.4.4 --- L2 Motivational Self System and agency --- p.54 / Chapter 2.5 --- The Hong Kong contex --- p.56 / Chapter 2.5.1 --- Role of English in Hong Kong --- p.57 / Chapter 2.5.2 --- Learner autonomy and constraints in Hong Kong --- p.60 / Chapter 2.5.2.1 --- Autonomy and motivation --- p.64 / Chapter 2.5.2.2 --- Autonomy and learner identity --- p.65 / Chapter 2.5.2.3 --- Autonomy: Interaction between learners and contexts --- p.66 / Chapter 2.5.3 --- Out-of-class English learning and constraints in Hong Kong --- p.68 / Chapter 2.5.4 --- Gaps in current research --- p.73 / Chapter 2.6 --- Chapter summary --- p.74 / Chapter CHAPTER THREE --- RESEACH DESIGN --- p.75 / Chapter 3.1 --- Introduction --- p.75 / Chapter 3.2 --- Research design --- p.75 / Chapter 3.2.1 --- A mixed-method design --- p.76 / Chapter 3.2.2 --- The qualitative multiple-case study --- p.77 / Chapter 3.3 --- The researcher’s background and role --- p.81 / Chapter 3.4 --- Ethics --- p.82 / Chapter 3.5 --- Pilot study --- p.83 / Chapter 3.6 --- Participants --- p.85 / Chapter 3.6.1 --- Selection of case participants --- p.86 / Chapter 3.6.2 --- Brief description of the case participants --- p.89 / Chapter 3.7 --- Instrumentation --- p.93 / Chapter 3.7.1 --- Survey --- p.93 / Chapter 3.7.2 --- Semi-structured interviews --- p.97 / Chapter 3.7.3 --- Language learning journal --- p.100 / Chapter 3.8 --- Data collection and data analysis --- p.101 / Chapter 3.8.1 --- Data collection --- p.102 / Chapter 3.8.1.1 --- Survey --- p.102 / Chapter 3.8.1.2 --- Semi-structured interviews --- p.103 / Chapter 3.8.1.3 --- Language learning journal --- p.105 / Chapter 3.8.1.4 --- Fieldwork --- p.105 / Chapter 3.8.1.5 --- Artefac --- p.106 / Chapter 3.8.1.6 --- Case study database --- p.106 / Chapter 3.8.2 --- Data analysis --- p.107 / Chapter 3.8.2.1 --- Preparation for data analysis --- p.107 / Chapter 3.8.2.1.1 --- Survey --- p.107 / Chapter 3.8.2.1.2 --- Semi-structured interviews --- p.108 / Chapter 3.8.2.1.3 --- Language learning journal --- p.109 / Chapter 3.8.2.2 --- Data analysis procedures --- p.109 / Chapter 3.8.2.2.1 --- Data coding and analysis --- p.110 / Chapter 3.8.2.2.2 --- Within- and cross-case analysis --- p.113 / Chapter 3.8.3 --- Triangulation of data --- p.114 / Chapter 3.9 --- Validity and reliability --- p.115 / Chapter 3.9.1 --- Internal validity --- p.115 / Chapter 3.9.2 --- External validity --- p.116 / Chapter 3.9.3 --- Reliability --- p.116 / Chapter 3.1 --- Chapter summary --- p.117 / Chapter CHAPTER FOUR --- CASE ANALYSIS: ENGLISH LEARNING AT THE SECONDARY LEVEL --- p.119 / Chapter 4.1 --- Introduction --- p.119 / Chapter 4.2 --- Secondary-level English language education in Hong Kong from circa 1999 to 2008 --- p.120 / Chapter 4.2.1 --- Hong Kong education system: An overview --- p.120 / Chapter 4.2.2 --- Secondary English language education --- p.121 / Chapter 4.2.2.1 --- Language policy: Medium of instruction --- p.121 / Chapter 4.2.2.2 --- EFL learning environment at school --- p.122 / Chapter 4.3 --- English learning at school --- p.126 / Chapter 4.3.1 --- English learning environment of the case participants --- p.126 / Chapter 4.3.2 --- Interaction with classmates --- p.126 / Chapter 4.3.3 --- Interaction with local English language teachers --- p.133 / Chapter 4.3.4 --- Interaction with NETs --- p.139 / Chapter 4.3.4.1 --- Non-participation --- p.141 / Chapter 4.3.5 --- Extra-curricular activities --- p.144 / Chapter 4.3.5.1 --- Voluntary participation --- p.145 / Chapter 4.3.5.2 --- Teacher-directed participation --- p.148 / Chapter 4.3.5.3 --- English learning in the school context: Summary --- p.151 / Chapter 4.4 --- English learning in the private tutorial contex --- p.156 / Chapter 4.4.1 --- Personalized practice --- p.156 / Chapter 4.4.2 --- English learning in the private tutorial context: Summary --- p.157 / Chapter 4.5 --- English learning in the home contex --- p.158 / Chapter 4.5.1 --- Family background and language use at home --- p.158 / Chapter 4.5.1.1 --- Elsa --- p.158 / Chapter 4.5.1.2 --- Ada --- p.159 / Chapter 4.5.1.3 --- Jo --- p.159 / Chapter 4.5.1.4 --- Mandy --- p.160 / Chapter 4.5.1.5 --- Carl --- p.160 / Chapter 4.5.1.6 --- Terry --- p.161 / Chapter 4.5.2 --- Social interaction with family members --- p.162 / Chapter 4.5.2.1 --- Active participation --- p.162 / Chapter 4.5.2.2 --- Parent-directed social interactions --- p.165 / Chapter 4.5.2.2.1 --- Non-participation --- p.168 / Chapter 4.5.3 --- Social interaction outside the family --- p.171 / Chapter 4.5.3.1 --- Personalized practice --- p.171 / Chapter 4.5.3.2 --- Group practice --- p.173 / Chapter 4.5.4 --- Leisure pursuits --- p.174 / Chapter 4.5.4.1 --- Language learning --- p.175 / Chapter 4.5.4.2 --- Active exploration of more learning opportunities --- p.177 / Chapter 4.5.5 --- English learning in the home context: Summary --- p.181 / Chapter 4.6 --- English learning in the community --- p.185 / Chapter 4.6.1 --- Part-time job --- p.186 / Chapter 4.6.2 --- Social interactions with the public --- p.187 / Chapter 4.6.3 --- English learning in the community: Summary --- p.188 / Chapter 4.7 --- English learning outside Hong Kong --- p.189 / Chapter 4.7.1 --- Social interactions with family --- p.189 / Chapter 4.7.2 --- Social interactions with the public --- p.190 / Chapter 4.7.3 --- English learning outside Hong Kong: Summary --- p.192 / Chapter 4.8 --- Conclusion --- p.193 / Chapter 4.8.1 --- Participation in the out-of-class learning --- p.193 / Chapter 4.8.2 --- Agency and autonomy --- p.195 / Chapter 4.8.2.1 --- Management of multiple identities --- p.198 / Chapter 4.8.3 --- Autonomy across contexts --- p.200 / Chapter 4.8.4 --- Individual development of autonomy --- p.201 / Chapter 4.8.5 --- Summary --- p.204 / Chapter CHAPTER FIVE --- CASE ANALYSIS: ENGLISH LEARNING AT THE TERTIARY LEVEL --- p.206 / Chapter 5.1 --- Introduction --- p.206 / Chapter 5.2 --- Tertiary-level English language learning environment (2007-2010) --- p.207 / Chapter 5.2.1 --- The home institutions --- p.207 / Chapter 5.2.1.1 --- The Chinese University of Hong Kong (CUHK) --- p.207 / Chapter 5.2.1.2 --- The Hong Kong Institute of Education (HKIEd) --- p.209 / Chapter 5.2.2 --- Major programme structure of the case participants --- p.210 / Chapter 5.3 --- English learning at university --- p.212 / Chapter 5.3.1 --- English learning environment of the case participants --- p.213 / Chapter 5.3.1.1 --- Adaptation to the more self-directed learning environmen --- p.213 / Chapter 5.3.1.2 --- Interactions with more capable peers --- p.218 / Chapter 5.3.2 --- Participation in out-of-class English learning --- p.222 / Chapter 5.3.2.1 --- Interactions with international students --- p.223 / Chapter 5.3.2.2 --- Institutional language enhancement activities --- p.228 / Chapter 5.3.2.2.1 --- Participation in self-access centres --- p.229 / Chapter 5.3.2.2.2 --- Non-participation --- p.236 / Chapter 5.3.2.3 --- Social interactions with hall-mates --- p.238 / Chapter 5.3.3 --- English learning in the university: Summary --- p.240 / Chapter 5.4 --- English learning in the private tutoring contex --- p.245 / Chapter 5.4.1 --- Part-time jobs --- p.245 / Chapter 5.4.2 --- English learning in the private tutoring context: Summary --- p.247 / Chapter 5.5 --- English learning in the home contex --- p.248 / Chapter 5.5.1 --- Social interactions with family members --- p.248 / Chapter 5.5.1.1 --- Elsa --- p.249 / Chapter 5.5.1.2 --- Ada --- p.252 / Chapter 5.5.1.3 --- Mandy --- p.252 / Chapter 5.5.1.4 --- Jo, Carl, and Terry --- p.253 / Chapter 5.5.2 --- Social interaction outside the family --- p.254 / Chapter 5.5.3 --- Leisure pursuits --- p.256 / Chapter 5.5.3.1 --- Language learning --- p.256 / Chapter 5.5.3.2 --- Entertainmen --- p.259 / Chapter 5.5.4 --- English learning in the home context: Summary --- p.260 / Chapter 5.6 --- English learning in the community --- p.262 / Chapter 5.6.1 --- Social interactions with the public --- p.262 / Chapter 5.6.2 --- English learning in the community: Summary --- p.265 / Chapter 5.7 --- English learning outside Hong Kong --- p.266 / Chapter 5.7.1 --- Social interactions with friends --- p.266 / Chapter 5.7.2 --- Social interactions with the public --- p.268 / Chapter 5.7.3 --- Expectation of immersion trip --- p.270 / Chapter 5.7.4 --- English learning outside Hong Kong: Summary --- p.273 / Chapter 5.8 --- Conclusion --- p.274 / Chapter 5.8.1 --- Participation in out-of-class learning --- p.274 / Chapter 5.8.2 --- Agency and autonomy --- p.275 / Chapter 5.8.2.1 --- Management of multiple identities --- p.277 / Chapter 5.8.3 --- Autonomy across contexts --- p.279 / Chapter 5.8.4 --- Individual development of autonomy --- p.282 / Chapter 5.8.5 --- Summary --- p.285 / Chapter CHAPTER SIX --- CONCLUSION --- p.287 / Chapter 6.1 --- Introduction --- p.287 / Chapter 6.2 --- Research question one --- p.288 / Chapter 6.2.1 --- The secondary level --- p.290 / Chapter 6.2.1.1 --- Environment, out-of-class learning patterns, and autonomy --- p.290 / Chapter 6.2.1.2 --- Constraints on participating in out-of-class learning --- p.293 / Chapter 6.2.2 --- The tertiary level --- p.294 / Chapter 6.2.2.1 --- Environment, out-of-class learning patterns, and autonomy --- p.294 / Chapter 6.2.2.2 --- Constraints on participating in out-of-class learning --- p.296 / Chapter 6.2.3 --- Developmental pattern --- p.297 / Chapter 6.3 --- Research question two --- p.300 / Chapter 6.3.1 --- Agency, out-of-class learning, and autonomy --- p.302 / Chapter 6.3.1.1 --- The secondary level --- p.302 / Chapter 6.3.1.2 --- The tertiary level --- p.304 / Chapter 6.3.2 --- Identity, out-of-class learning, and autonomy --- p.305 / Chapter 6.3.2.1 --- The secondary level --- p.306 / Chapter 6.3.2.2 --- The tertiary level --- p.308 / Chapter 6.3.3 --- Agency, identity, out-of-class learning, and autonomy --- p.310 / Chapter 6.4 --- Research question three --- p.312 / Chapter 6.4.1 --- The secondary level --- p.314 / Chapter 6.4.2 --- The tertiary level --- p.316 / Chapter 6.4.3 --- The developmental model of learner autonomy --- p.318 / Chapter 6.5 --- Research question four --- p.322 / Chapter 6.5.1 --- The secondary level --- p.322 / Chapter 6.5.1.1 --- English teachers --- p.323 / Chapter 6.5.1.1.1 --- Students’ interes --- p.323 / Chapter 6.5.1.1.2 --- Students’ agency --- p.325 / Chapter 6.5.1.1.3 --- Out-of-class learning --- p.326 / Chapter 6.5.1.1.4 --- Professional developmen --- p.328 / Chapter 6.5.1.2 --- Secondary learners --- p.329 / Chapter 6.5.1.2.1 --- Interest-driven activities --- p.329 / Chapter 6.5.1.2.2 --- Future vision --- p.330 / Chapter 6.5.1.3 --- Secondary schools --- p.330 / Chapter 6.5.1.3.1 --- More support for teachers’ professional developmen --- p.330 / Chapter 6.5.1.3.2 --- More various types of extra-curricular activities --- p.331 / Chapter 6.5.1.4 --- The Education Bureau: Curriculum --- p.332 / Chapter 6.5.1.4.1 --- Support to schools, teachers, and parents --- p.332 / Chapter 6.5.1.5 --- Parents --- p.333 / Chapter 6.5.1.5.1 --- The need for learner autonomy in their children --- p.333 / Chapter 6.5.1.5.2 --- A more English-friendly home environmen --- p.334 / Chapter 6.5.2 --- The tertiary level --- p.334 / Chapter 6.5.2.1 --- Tertiary students --- p.335 / Chapter 6.5.2.1.1 --- Future vision and ideal L2 selves --- p.335 / Chapter 6.5.2.1.2 --- Intercultural experiences --- p.336 / Chapter 6.5.2.1.3 --- More diverse types of activities --- p.337 / Chapter 6.5.2.2 --- English language instructors --- p.337 / Chapter 6.5.2.2.1 --- Needs analysis and student-centred tasks --- p.337 / Chapter 6.5.2.2.2 --- Orientation on the self-directed learning environmen --- p.338 / Chapter 6.5.2.3 --- Tertiary institutions --- p.340 / Chapter 6.5.2.3.1 --- English language enhancement curriculum --- p.340 / Chapter 6.5.2.3.2 --- A more relaxing atmosphere at self-access centres --- p.340 / Chapter 6.5.2.3.3 --- English-education programmes --- p.341 / Chapter 6.5.3 --- Summary of the suggestions --- p.342 / Chapter 6.6 --- Contributions of the present study --- p.343 / Chapter 6.7 --- Limitations of the study --- p.349 / Chapter 6.8 --- Suggestions for future studies --- p.351 / Chapter 6.9 --- Chapter Summary --- p.354 / REFERENCES --- p.357 / APPENDICES --- p.390 / Chapter Appendix A --- Cover letter --- p.390 / Chapter Appendix B --- Consent form --- p.391 / Chapter Appendix C --- The out-of-class English activity participation and perceived level of autonomy of the six case participants at the tertiary level --- p.392 / Chapter Appendix D --- Survey used in the main study --- p.393 / Chapter Appendix E --- First interview protocol used in the main study --- p.399 / Chapter Appendix F --- Second interview protocol used in the main study --- p.404 / Chapter Appendix G --- Guidelines of the language learning journal --- p.410 / Chapter Appendix H --- Perceived English language learning responsibility --- p.411 / Chapter Appendix I --- Perceived English language learning ability --- p.412 / Chapter Appendix J --- Out-of-class English activities at the secondary level --- p.413 / Chapter Appendix K --- Out-of-class English activities at the tertiary level --- p.414 / Chapter Appendix L --- Correlations between out-of-class English activity participation and perceived level of autonomy at the secondary level --- p.415 / Chapter Appendix M --- Correlations between the out-of-class English activity participation and perceived level of autonomy at the tertiary level --- p.416

published_or_final_version / abstract / Linguistics / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Doctoral / Doctor of Philosophy

The purpose of this case study was to compare the pedagogical and affective efficiency and efficacy of creative prose fiction writing workshops taught via asynchronous computer-mediated online distance education with creative prose fiction writing workshops taught face-to-face in order to better understand their operational pedagogy and correlative affective features to determine if workshops are transferable to a computer-mediated delivery system in order to aid administrative decision-makers regarding the possible pedagogical usefulness of expanding their existing writing program to offer an optional-residency creative writing program in concert with their current high residency program. Qualitative data were collected through non-participatory virtual observation of two computer-mediated workshops and in person at a face-to-face mediated workshop. Both workshops used the traditional social constructivist workshop approach which is widely considered to be the gold standard method by the majority of creative writing programs based on its long-standing success as a pedagogical method. In addition to observing the respective workshops, one-on-one interviews were conducted with three creative writing program administrators and three creative writing instructors, one of whom was also a former program administrator. Creative writing students participating in the three observed workshops were also interviewed one-on-one. Findings revealed that from a pedagogical perspective both the computer-mediated and the face-to-face mediated workshops are pedagogically efficient and effective using a social constructivist model when workshop teachers demonstrate a strong teaching presence focused on honing novice writers’ ability and desire to write. Additionally, the researcher concluded a robust teaching presence is imperative in order to establish and maintain a strong social presence between students and between students and the instructor, as both components are critical for learner autonomy in a social constructivist teaching and learning community. However, teaching presence alone cannot guarantee a strong affective social presence as differences between students’ and/or between students’ and an instructor’s social, cultural, educational, and historical ontogenies can lead to unresolved conflicts that increase psychological distance in the teaching and learning community. Additionally, while pedagogically equivalent, computer-mediated workshops have important time management and potentially affective advantages compared to the face-to-face mediated workshop that help ensure establishment and maintenance of social presence.

Is it possible for technological �spaces� to be created that can provide a community atmosphere � one in which learners are not restrained by pre-determined syllabi and have the ability to direct their learning according to their own interests, pace and goals? If so, it would be notable to discover which kinds of interactions might be possible, or might eventuate, and how the participants in such a learning �space� would organize themselves. Also of interest would be the kinds of power structures that emerged through participant interaction, the direction/interactions undertaken by the participants and the improvements that could be made in order to respect and accommodate the differences between learners in a social online learning space. In order to further study this hypothesised need to investigate these questions, this researcher developed an online, English as a Second/Foreign Language learning environment for advanced adult learners of English. She reviewed the appropriate literature in order to theorise how to commence this research direction and investigated various learning platforms and software tools. The result was the development of a multiplatform environment which consisted of a content management system and a 3D microworld. Tools, exercises and content were developed and/or gathered as starting points for learners and the various software had to be learnt in order to orient others on their use. Finally, the environment was trialed over a four week duration with a group of advanced to native speakers of English (volunteers) and the results have been presented in this thesis for discussion. The trial, entitled the ILE Project, attempted to study the problems involved in the technical development of such spaces, to observe the interactions between the learners in a 3D microworld and uncover issues relating to its implementation. Some issues raised by the project concerned techno-literacy, personality-driven interaction differences and organizational power shifts within the 3D community. This thesis closes with an argument that redefines the notion of the learner autonomy, proposes certain modifications to both the pedagogic and technical structure of the online environment and discusses the issues raised in this research. The latter discussion would require further re-conceptualization of the spaces, stakes and support structures that educators can create/provide in an attempt to improve online language learning.

In this study, four aspects of learner autonomy within the context of CALL were investigated so as to find out whether CALL environments contribute to the development of learner autonomy. Two groups of students, in total 48 preparatory school students, at intermediate level in the Department of Foreign Languages at a private university in Ankara were chosen to take part in the study. First&rsquo / the students&rsquo / language learning strategy use was explored. Then, only one group of students was given a five-week language learning strategy training through CALL. During the training, their motivation levels, willingness to take responsibility for learning and involvement in out-of-class studies were scrutinized. In order to reach the aforementioned goals, both qualitative and quantitative data were collected by the help of questionnaires, semi-structured face-to-face interviews, observations, e-learning diaries kept by the strategy training group and a five-week language learning strategy training through CALL. In order to reach the aim of the study, the data were collected in the form of pre-test and post-test for the language learning strategies of the learners from both groups to be analyzed and evaluated. Besides, both groups were observed by the instructors in order to address motivation, taking responsibility for learning and engaging in out-of-class study. However, only the students in one group were given a five-week language learning strategy training through CALL, and they were interviewed before and after the training and they kept e-learning diaries. The findings indicated that the five-week language learning strategy training helped the students in the strategy training group to improve their use of language learning strategies as well as increasing their motivation, encouraging them to take responsibility for their learning and engage in out-of-class activities. However, when compared to the students in the strategy training group, the students who did not get the five-week language learning strategy training through CALL did not show many uses of language learning strategies, high motivation levels, willingness to take responsibility and engage in out-of-class activities. Since the main aim of this study was to foster learner autonomy by the help of CALL, this study attempted to suggest ways to help learners to use language learning strategies, increase their motivation, take responsibility for learning and engage in out-of-class. Keywords: CALL, learner autonomy, learning strategies, motivation, taking responsibility, out-of-class study, language learning

This study identifies the relationship between preferred metacognitive language-learning strategies (MCLLSs) and language-learning styles (LLSYs) and their patterns of use amongst a selected group of learners at a vocational education institute in Hong Kong. Quantitative data were collected from 192 survey respondents and qualitative data from 8 interview participants. With regard to MCLLSs, the quantitative data reveal a medium to high use among learners, with Finding out about language learning, Self-monitoring and Paying attention identified as the most frequently used MCLLSs; with regard to style preferences, the quantitative data reveal a prevalence of multiple major preferences. The most favoured LLSYs are Auditory, Kinaesthetic and Group. The qualitative data show the reasons for using (and not using) particular MCLLSs as well as the reasons for preferring (and not preferring) particular LLSYs. The major factors which were found to determine the use of MCLLS were easiness of implementation, applicability, availability of opportunity, level of knowledge of strategies and motivation to use strategies. The major factors which were found to affect the choice of LLSYs were boredom, easiness in implementation and availability of practice opportunities. The study also identified the situations and language tasks in which MCLLSs were selectively used and in which particular LLSYs were favoured. The survey questionnaires and interviews reveal some differences in the use of MCLLSs and choice of LLSYs, and in the relationship between them. Despite the existence of these discrepancies, the findings from the two data sources were consistent in showing that there were no differences in the MCLLS use of learners with each of the six major style preferences. Several methodological issues, implications for teaching and directions for future research are discussed.

Esta pesquisa de natureza qualitativa-interpretativista (BOGDAN; BIKLEN, 1994); (BORTONI-RICARDO, 2008) consiste em uma investigaÃÃo sobre as crenÃas dos educandos, professores e gestores em trÃs escolas pÃblicas do ensino fundamental na cidade de SÃo LuÃs do MaranhÃo. Apresenta como objetivo, compreender as influÃncias das crenÃas sobre o ensino e aprendizagem da lÃngua inglesa e suas implicaÃÃes no desenvolvimento da autonomia dos educandos nos discursos dos estudantes do oitavo ano do ensino fundamental, dos professores de lÃngua inglesa, e gestores escolares. Nesse sentido, as questÃes de pesquisa sÃo as seguintes: quais as crenÃas dos professores, estudantes e gestores sobre o ensino e aprendizagem da lÃngua inglesa? Quais as semelhanÃas e diferenÃas entre as crenÃas dos participantes da pesquisa? Como professores, educandos e gestores entendem o papel do aluno e do professor nesse processo? Em que medida as crenÃas dos professores, educandos e gestores poderiam promover ou inibir a autonomia dos aprendizes no processo de aprendizagem da lÃngua inglesa? Quais os fatores do contexto escolar que podem promover ou nÃo o estÃmulo da autonomia dos educandos? Para responder a esses questionamentos, a pesquisa utilizou os seguintes instrumentos: questionÃrio com escala baseado no inventÃrio de crenÃas BALLI (Beliefs About Language Learning Inventory), questionÃrios fechados e mistos, entrevista-semiestruturada e observaÃÃo. O referencial teÃrico baseou-se nos estudos sobre crenÃas, Barcelos (1995, 2001, 2004, 2011); Alanen (2003); Silva (2005 2007); Almeida Filho (2010), Dufva (2003), Bakhtin (2009), Faraco (2009); Brait (2005); nos estudos sobre autonomia do aprendiz baseados em Dickinson (1987); Freire (1996); Benson (2006, 2008) dentre outros. Os resultados da pesquisa mostraram a presenÃa de crenÃas em todos os grupos participantes que sugerem promover e inibir a autonomia dos educandos no seu processo de aprendizagem da lÃngua inglesa. Os grupos dos professores e gestores apresentaram crenÃas desfavorÃveis quanto à promoÃÃo da autonomia do educandos, sobretudo, a forma como os educandos sÃo percebidos diante do processo de aprendizagem da lÃngua inglesa. Em contrapartida, os educandos apresentaram crenÃas que estimulam a autonomia no processo de aprendizagem da lÃngua inglesa. Ademais, os resultados, destacaram a abordagem de aprender dos educandos como fator fundamental à influÃncia das crenÃas sobre a abordagem de ensinar do professor e dos gestores quanto ao ensino e aprendizagem do idioma inglÃs na escola pÃblica. / This qualitative-interpretative research (BOGDAN; BIKLEN, 1994); BORTONI-RICARDO, 2008) consists of an investigation into the beliefs of students, teachers and administrators in three public middle schools in the city of SÃo Luis of MaranhÃo. It presents as objective to understand the influences of beliefs on teaching and learning of English language and their implications in the development of learnersâ autonomy in the speeches of eighth-grade students, English language teachers, and school administrators. In this sense, the research questions are the following: what are the beliefs of the teachers, students and administrators on teaching and learning of English language? What are the similarities and differences among the participantsâ beliefs of the research? How the teachers, students and administrators understand the studentâs and the teacherâs roles in that process? To what extent the beliefs of teachers, students and administrators can contribute to promoting or inhibiting the learnersâ autonomy in the learning process of English language? What are schoolâs factors that can promote the stimulus or not of the learnersâ autonomy? To answer these questions, the research used the following tools: scale questionnaire based on the inventory of beliefs named BALLI (Beliefs About Language Learning Inventory), closed and mixed questionnaires, semi-structured interviews, and observation. The theoretical reference is based on studies about beliefs, Barcelos (1995, 2001, 2004, 2011); Alanen (2003); Silva (2005, 2007); Almeida Filho (2010); Dufva (2003), Bakhtin (2009), Faraco (2009); Brait (2005), and learnerâs autonomy based on Dickinson (1987); Freire (1996); Benson (2006, 2008) and so on. The results from the search showed the presence of beliefs in all the participant groups that suggest fostering and inhibiting the studentsâ autonomy in their learning process in English language. The groups of teachers and administrators showed disfavour beliefs regarding the promotion of studentsâ autonomy, mainly, the way how the learners are perceived in the learning process of English language. On the other hand, the students presented beliefs that stimulate the autonomy in the process of English language learning. Furthermore, the results detached the studentsâ learning approach as a fundamental factor to the influence of beliefs on the teachersâ teaching approach and administratorsâ approach regarding the teaching and learning of English language in public school.