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
| Identifer | oai:union.ndltd.org:cuhk.edu.hk/oai:cuhk-dr:cuhk_328018 |
| Date | January 2012 |
| Contributors | Chan, Hoi Wing., Chinese University of Hong Kong Graduate School. Division of English. |
| Source Sets | The Chinese University of Hong Kong |
| Language | English, Chinese |
| Detected Language | English |
| Type | Text, bibliography |
| Format | electronic resource, electronic resource, remote, 1 online resource (xix, 416 leaves) : ill. |
| Coverage | China, Hong Kong, China, Hong Kong |
| Rights | Use of this resource is governed by the terms and conditions of the Creative Commons “Attribution-NonCommercial-NoDerivatives 4.0 International” License (http://creativecommons.org/licenses/by-nc-nd/4.0/) |
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