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A Double-Channel Model for Developing Learner Autonomy in an EFL Context

A Double-Channel Model for Developing Learner Autonomy in an EFL Context

Jinghui Wang, Kenneth A. Spencer, Dongshuo Wang
Copyright: © 2012 |Volume: 2 |Issue: 3 |Pages: 16
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466611313|DOI: 10.4018/ijcallt.2012070101
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MLA

Wang, Jinghui, et al. "A Double-Channel Model for Developing Learner Autonomy in an EFL Context." IJCALLT vol.2, no.3 2012: pp.1-16. http://doi.org/10.4018/ijcallt.2012070101

APA

Wang, J., Spencer, K. A., & Wang, D. (2012). A Double-Channel Model for Developing Learner Autonomy in an EFL Context. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2(3), 1-16. http://doi.org/10.4018/ijcallt.2012070101

Chicago

Wang, Jinghui, Kenneth A. Spencer, and Dongshuo Wang. "A Double-Channel Model for Developing Learner Autonomy in an EFL Context," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 2, no.3: 1-16. http://doi.org/10.4018/ijcallt.2012070101

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Abstract

Using Computer-Assisted Language Learning (CALL) to develop learner autonomy is a challenging task in the context of teaching English as a foreign language (EFL). A new, double channel model for developing learner autonomy is proposed. This provides the basis for an experimental study, which investigates the impact of an autonomous learning platform (ALP). Both self-directed learning and socially-mediated learning are incorporated into the platform. The results of the study indicate that the double channel model supports the facilitating effects of scaffolding through English communication in an EFL context.

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