Abstract
The main aim of this paper is to contribute to the ongoing discussion about the importance of autonomy in language learning and teaching by addressing the issue of the development of autonomy in learning pronunciation by means of Internet resources among Polish senior high school learners. The data were collected by means of learners’ logs, group and individual interviews, observations, evaluation sheets and open-ended questions included in a pronunciation autonomy questionnaire. They were subjected to qualitative analysis and, in some cases, the ‘quantizing’ technique was also involved, which allowed for the transformation of the qualitative data into quantitative data (Miles and Huberman 1994, p. 42). The findings show that the use of Internet resources and the resultant independent work were not only welcomed by the experimental students but also contributed to a change in the way they learned English pronunciation and the development of certain behaviors characteristic of autonomous learning.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
All the translations from Polish into English were done by the researchers.
References
Benson, P. 2001. Teaching and researching autonomy in language learning. Harlow: Pearson Education.
Benson, P. 2007. Autonomy in language teaching and learning. Language Teaching 40: 21–40.
Cervera, A. S., C. R. Ramos and E. A. Macià. 2005. Students profile as autonomous learners in an Internet-based EAP course. (http://www.aelfe.org/documents/04-Ib9-SolerEtAl.pdf) (date of access: 13 Nov. 2011).
Dörnyei, Z. 2007. Research methods in applied linguistics. Oxford: Oxford University Press.
Figura, K. and H. Jarvis. 2007. Computer-based materials: A study of learner autonomy and strategies. System 35: 448–468.
Gass, S. M. and A. Mackey. 2007. Data elicitation for second and foreign language research. Mahwah, NJ: Lawrence Erlbaum.
Gebhard, J. G. and R. Oprandy. 1999. Language teaching awareness: A guide to exploring beliefs and practices. Cambridge: Cambridge University Press.
Holec, H. 1981. Autonomy in foreign language learning. Oxford: Pergamon.
Kruk, M. 2009. Rola nauczyciela i ucznia w klasie językowej a rozwijanie autonomii ucznia za pomocą Internetu. In: Problemy współczesnej dydaktyki języków obcych, eds. M. Pawlak, M. Derenowski and B. Wolski, 237-248. Poznań – Kalisz: Adam Mickiewicz University Press.
Kruk, M. 2010. Wykorzystanie Internetu w rozwijaniu autonomii ucznia – wyniki badania ankietowego. Neofilolog 35: 223–234.
Little, D. 2007. Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching 1: 14–29.
Miles, M. B. and M. A. Huberman. 1994. Qualitative data analysis: An expanded sourcebook. (second edition.) Thousand Oaks, CA: Sage.
Pawlak, M., ed. 2004. Autonomia w nauce języka obcego. Poznań – Kalisz: Adam Mickiewicz University Press.
Pawlak, M., ed. 2008. Autonomia w nauce języka obcego: Co osiągnęliśmy i dokąd zmierzamy? Poznań – Kalisz – Konin: Adam Mickiewicz University and State School of Higher Professional Education in Konin Press.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer International Publishing Switzerland
About this chapter
Cite this chapter
Kruk, M., Pawlak, M. (2014). The Use of Internet Resources in Developing Autonomy in Learning English Pronunciation: A Qualitative Study. In: Pawlak, M., Bielak, J., Mystkowska-Wiertelak, A. (eds) Classroom-oriented Research. Second Language Learning and Teaching. Springer, Heidelberg. https://doi.org/10.1007/978-3-319-00188-3_11
Download citation
DOI: https://doi.org/10.1007/978-3-319-00188-3_11
Published:
Publisher Name: Springer, Heidelberg
Print ISBN: 978-3-319-00187-6
Online ISBN: 978-3-319-00188-3
eBook Packages: Humanities, Social Sciences and LawEducation (R0)