Author(s): Mária ADORJÁN

Title: A NYELVTANULÓI AUTONÓMIA ELŐSEGÍTÉSE KORPUSZNYELVÉSZETI ESZKÖZÖKKEL TÜKRÖZÖTT OSZTÁLYTERMI KÖRNYEZETBEN

Source: K. Kéri, K. Józsa, K. Kanczné Nagy. A. Tóth-Bakos, D. Borbélyová, T. Mészáros (eds.): 14th International Conference of J. Selye University. Pedagogical Section. Conference Proceedings

ISBN: 978-80-8122-447-8

DOI: https://doi.org/10.36007/4478.2023.237

Publisher: J. Selye University, Komárno, Slovakia

PY, pages: 2023, 237-247

Published on-line: 2023

Language: hu

Abstract: This study gives an account of a university English Academic Writing course in which corpus linguistic tools were used to scaffold self-directed learning, and where high level of autonomy was achieved in some learners. For this gain, the traditional course content, the self-study and in-class tasks and also the assessment methods had to be adjusted to the flipping model. The study first examines the difference between the theoretical con-cepts of self-directed learning and learner autonomy, then raises some questions about the formulation of learner autonomy as an achievable aim in higher education. It also ar-gues that the concept is still too elusive to measure, and suggests using a more specific, situated approach for assessment. The study also lists some corpus linguistic tools used in the course, and illustrates with a short transcript of a tutorial session how learner auton-omy revealed itself in the differing teacher and learner aims.

Keywords: Learner autonomy, flipped classroom, corpus linguistics, online corpus tools, assessment of learner autonomy

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