Promoting Learner Autonomy Through a Drama Project
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Home > Language, Linguistics & Creative Writing > Linguistics > Promoting Learner Autonomy Through a Drama Project: An Ethnographic Study
Promoting Learner Autonomy Through a Drama Project: An Ethnographic Study

Promoting Learner Autonomy Through a Drama Project: An Ethnographic Study


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About the Book

This dissertation, "Promoting Learner Autonomy Through a Drama Project: an Ethnographic Study" by Tze-tuen, Stella, Leung, 梁子端, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled Promoting Learner Autonomy through a Drama Project: an Ethnographic Study submitted by Leung Tze Tuen Stella for the degree of Master of Arts (Applied Linguistics) at the University of Hong Kong September, 2004 This dissertation studies the extent that students display autonomous learning behavior in a drama project, the role of group work in fostering learner autonomy, and the differences in students' behavior in two environments: the normal English classroom and the drama project. Based on the studies of promoting learner autonomy, it is assumed that learners will behave more autonomously in a learning context where they are able and willing to take greater control of their learning. The study focused on 20 S1 students in a Hong Kong Secondary School where the writer is working. Participant observation was adopted as it allowed the writer to examine the students' behavior in a natural setting. The data was collected from participant observation, students' reflection forms and an interview. The findings suggested that the students could display autonomous learning behavior in different ways. The role of group work in developing learner autonomy depended on group cohesion. Although the students behaved more autonomously and enjoyed learning more in the drama project, some students claimed that they did not learn effectively. This raised the question of how far it was possible to judge an autonomous learner through observation. Also, the findings show that the development of learner autonomy is closely related to learners' beliefs and their styles of learning. Hence, learner autonomy can be fostered not only by providing learners with opportunities of taking control of their learning, but also by taking consideration of learners' beliefs and attitudes towards learning. DOI: 10.5353/th_b2966454 Subjects: Learner autonomy - China - Hong Kong English language - Study and teaching (Secondary) - China - Hong Kong English drama - Study and teaching (Secondary) - China - Hong Kong


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Product Details
  • ISBN-13: 9781374711570
  • Publisher: Open Dissertation Press
  • Publisher Imprint: Open Dissertation Press
  • Height: 279 mm
  • No of Pages: 134
  • Sub Title: An Ethnographic Study
  • Width: 216 mm
  • ISBN-10: 1374711578
  • Publisher Date: 27 Jan 2017
  • Binding: Hardback
  • Language: English
  • Spine Width: 10 mm
  • Weight: 608 gr


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