Training tutors to promote self-directed learning among university-bound English language students

dc.creatorWilliamson Hawkins, Melissa
dc.creatorPrado, Josephine
dc.creatorAustin, Julia S.
dc.date2020-11-30
dc.date.accessioned2022-12-07T16:08:36Z
dc.date.available2022-12-07T16:08:36Z
dc.identifierhttps://revistascientificas.una.py/index.php/nemityra/article/view/1597
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/5302970
dc.descriptionInstructors who teach in English as Second Language (ESL) programs must balance time allotted to teach academic English with the numerous study skills needed by university-bound English learners. However, for these language learners to close language-learning gaps independently and achieve higher levels of communicative competence, they must assume increasingly greater degrees of autonomy in their own language learning process. Although a high level of self-direction is needed, it is not a characteristic that is common to all students. Through explicit instruction, teachers can scaffold language learners as they implement feasible, concrete actions towards language-learning autonomy. In an ESL program at a southeastern U.S. university, the current qualitative study explored the effects of explicit instruction on self-directed learning (SDL) strategies. Study participants were ESL tutors. After being trained in SDL strategies, these tutors recommended SDL strategies to their tutees in individual tutoring sessions. Findings revealed 4 main categories of SDL assignments recommended by these tutors to their tutees across one semester. Implications from this study suggest that language programs should train teachers and tutors in SDL principles, in the role of SDL in language development, and in strategies for promoting SDL among language learners.es-ES
dc.formatapplication/pdf
dc.languagespa
dc.publisherInstituto Superior de Lenguas en conjunto con la Dirección de Investigación de la Facultad de Filosofía de la Universidad Nacional de Asunciónes-ES
dc.relationhttps://revistascientificas.una.py/index.php/nemityra/article/view/1597/1559
dc.sourceÑemitỹrã; Vol. 2 Núm. 1 (2020): ÑEMITỸRÃ - Revista Multilingüe de Lengua, Sociedad y Educación; 91-103es-ES
dc.source2707-1642
dc.source2707-1634
dc.subjectSelfes-ES
dc.subjectDirected Learninges-ES
dc.subjectTutor Traininges-ES
dc.subjectEnglish as a Second Languagees-ES
dc.subjectEnglish Language Programses-ES
dc.titleTraining tutors to promote self-directed learning among university-bound English language studentses-ES
dc.typeinfo:eu-repo/semantics/article
dc.typeinfo:eu-repo/semantics/publishedVersion


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