Implementing autonomy: a rhizomatic model for pronunciation learning
Keywords:learner autonomy, pronunciation learning, personal learning environment, rhizomatic, verbotonal
The role of autonomy in language learning has long been discussed and there has been an increasing tendency among researchers to explore autonomous learning, especially with the shift from teacher-centred to student-centred learning environments (Holec, 1981; Little, 1995; Benson, 2007; Godwin-Jones, 2011). Yet, implementing autonomy remains problematic (Judy & Crookall, 1995; Gremmo & Riley, 1995) though computer technology has contributed much to facilitating autonomous learning (Godwin-Jones, 2011; Hayta & Yaprak, 2013). This paper deals with the implementation of an autonomous learning system for English pronunciation based on the verbotonal system of corrective phonetics embedded in a CALL environment (CALL-VT). Participants in this research were 48 Chinese EFL students enrolled in a formal pronunciation course. A questionnaire was developed and administered to the group and oral interviews were conducted before and after the intervention to evaluate students’ learner autonomy. In addition, a diary was kept by each student. Results indicate that students’ autonomy was developed significantly as was their pronunciation. Implications are drawn for the implementation of autonomy.
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