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Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role

Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role

Hong Shi, Maria Martinez Witte
Copyright: © 2018 |Pages: 32
ISBN13: 9781522534655|ISBN10: 1522534652|EISBN13: 9781522534662
DOI: 10.4018/978-1-5225-3465-5.ch006
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MLA

Shi, Hong, and Maria Martinez Witte. "Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role." Emerging Self-Directed Learning Strategies in the Digital Age, edited by Frank G. Giuseffi, IGI Global, 2018, pp. 109-140. https://doi.org/10.4018/978-1-5225-3465-5.ch006

APA

Shi, H. & Witte, M. M. (2018). Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role. In F. Giuseffi (Ed.), Emerging Self-Directed Learning Strategies in the Digital Age (pp. 109-140). IGI Global. https://doi.org/10.4018/978-1-5225-3465-5.ch006

Chicago

Shi, Hong, and Maria Martinez Witte. "Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role." In Emerging Self-Directed Learning Strategies in the Digital Age, edited by Frank G. Giuseffi, 109-140. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-3465-5.ch006

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Abstract

The purpose of this chapter is to identify cultural influences on self-directed language learning. Self-directed language learning may take place in the classroom environment, but mainly goes on outside of the classroom, and how students regulate this aspect of learning is crucial to their language learning and academic success. Autonomy is a key characteristic of western education while some aspects of collectivist culture appear to be impediments to autonomous learning. Culture influences learners' beliefs about the learner and teacher's relationship and their perceived roles in language learning. Students accustomed to more teacher-centered classrooms need to be given time and support to make the transition to new forms of learning. Teachers are suggested to provide guidance and assistance for learners, such as scaffolding, strategy teaching and self-assessment to encourage independent and autonomous learning to promote learners' self-confidence, motivation, abilities and skills for lifelong learning.

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