tailieunhanh - Báo cáo " Self-regulated strategy development as a means to foster learner autonomy in a writing course "

This paper aims to propose a possible solution to a real-world curriculum problem of how to foster learner autonomy in an English academic writing class at College of Foreign Languages-Vietnam National University where a generally low level of learner autonomy is perceived. It begins by defining relevant terms and representing the problem. Thence, the rationale for the proposed solution and a plan for implementing it are discussed. The final section suggests a plan for evaluating the effectiveness of the problem-solving task. . | VNU Journal of Science Foreign Languages 24 2008 246-253 Self-regulated strategy development as a means to foster learner autonomy in a writing course Nguyen Minh Hue Department of English - American Language and Culture College of Foreign Languages Vietnam National University Hanoi Pham Van Dong Street Cau Giay Hanoi Vietnam Received 08 May 2008 Abstract. This paper aims to propose a possible solution to a real-world curriculum problem of how to foster learner autonomy in an English academic writing class at College of Foreign Languages-Vietnam National University where a generally low level of learner autonomy is perceived. It begins by defining relevant terms and representing the problem. Thence the rationale for the proposed solution and a plan for implementing it are discussed. The final section suggests a plan for evaluating the effectiveness of the problem-solving task. 1. Introduction The importance of learner autonomy in language learning has been well established in the literature. The purpose of this paper is to propose a possible solution to a real-world curriculum problem of how to foster learner autonomy in an English academic writing class at College of Foreign Languages-Vietnam National University where a generally low level of learner autonomy is perceived. It will begin with definitions of relevant terms. Then the problem will be represented. Next the rationale for the proposed solution and a plan for implementing it will be discussed. The final section will suggest a plan for evaluating the effectiveness of the problem-solving task. Tel. 84-4-7523872 E-mail bcngamta@ 2. Definitions of terms It would be helpful to define a theoretical framework for each of the major terms that are going to be used in this paper. Definitions of learner autonomy have been varied Littlewood 1 . However the basis of autonomy has always been the ability to take responsibility for or take control charge of one s own learning Cotterall 2 Dickinson 3 Little 4 .