Using technology to promote learner autonomy and good study habits

Slides and materials:
vk.com/olyaelt

Successful learners: what makes them successful?

autonomy
study strategies
goals
Successful learners: what makes them successful?

Unsuccessful learner – why?
autonomy
study strategies
goals

What does it mean ‘to get to B2’?
What does it mean ‘to get to B2’?

Unsuccessful learner – why?
autonomy
study strategies
goals

What does it mean ‘to get to B2’?

What does it mean ‘to get to B2’?

https://www.cambridgeenglish.org/images/168619-assessing-speaking-performance-at-level-b2.pdf
Cambridge English:
Assessing speaking performance at level B2

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month.
What we did initially:

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month.
What we did initially:

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month.
What we did initially:

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month week.
What we did initially:

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own.
Ask them to keep a diary.
Follow up on their out-of-class work around once a month week.
What we did initially:

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own.
Ask them to keep a diary. Provide them with examples of a diary. Alternative: only sharing, no diaries.
Follow up on their out-of-class work around once a month week.
What we did initially:

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own.
Ask them to keep a diary. Provide them with examples of a diary. Alternative: only sharing, no diaries.
Follow up on their out-of-class work around once a month week.
What we did initially:

Provide the learners with an ‘out-of-class learning’ menu – a list of resources and activities they can do on their own. Demonstrate.
Ask them to keep a diary. Provide them with examples of a diary. Alternative: only sharing, no diaries.
Follow up on their out-of-class work around once a month week.
What I do now:

What helps to sustain motivation?

What helps to sustain motivation?
…encourage your students to make ‘to-do’ lists, to chip away at their goals, and reward themselves for each goal accomplished.
Rachael Roberts
Motivating your students to go beyond the intermediate plateau
https://www.teachingenglish.org.uk/blogs/rachael-roberts/motivating-your-students-go-beyond-intermediate-plateau

Homework log

Homework log

Homework log

Homework log

Homework log

Homework log

Homework log

Homework log

https://www.youtube.com/watch?v=9MZOKKWk1cE
Sylvana Richardson
IATEFL 2017

https://www.youtube.com/watch?v=9MZOKKWk1cE
Sylvana Richardson
IATEFL 2017

Write an email using expressions that we’ve studied.
Success criteria: example

Write an email using expressions that we’ve studied.
Success criteria: example

Activities for autonomous learning

When does a learner acquire language from something they
read or listen to?

А я бы сказал ‘he tells’..
Hm,
‘he says’? We studied this!

Those linguistic forms in the input that are noticed (i.e. consciously attended to) are more likely to be acquired than those that are not noticed.
Acquisition is also enhanced when learners notice-the-gap (i.e. pay attention to the difference between the input and their own output).

Task types?
noticing
noticing-the-gap

Noticing: grammar spotting

Noticing: language spotting

Have you read Romeo & Juliet?
Do you like this sign?

Noticing: language spotting
Have you read Romeo & Juliet?
Do you like this sign?
Look through the sign and notice examples of language that we’ve studied. Why did the author use it here?

Noticing: language spotting
Have you read Romeo & Juliet?
Do you like this sign?
Look through the sign and notice examples of language that we’ve studied. Why did the author use it here?
Stage 1:
Engage with meaning
Stage 2:
Focus on language

Noticing the gap: activity ideas
Two-way translation

Noticing the gap: activity ideas
Two-way translation
Dictogloss

Noticing the gap: activity ideas
Two-way translation
Dictogloss
Spot 3-10 sentences you’d say differently

Noticing the gap: activity ideas
Two-way translation
Dictogloss
Spot 3-10 sentences you’d say differently
Record a monologue >> listen and analyze
>> record an upgraded version

Noticing the gap: activity ideas
Two-way translation
Dictogloss
Spot 3-10 sentences you’d say differently
Record a monologue >> listen and analyze
>> record an upgraded version

What are your takeaways?
What are your takeaways?