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Article: Language Learning Beyond the Classroom in an Asian Context: Obstacles Encountered

TitleLanguage Learning Beyond the Classroom in an Asian Context: Obstacles Encountered
Authors
Keywordsaffordances
EFL learners
Learning beyond the classroom
obstacles
Taiwan
Issue Date30-Jun-2023
PublisherKanda University of International Studies
Citation
SiSAL journal: studies in self-access learning, 2023, v. 14, n. 2, p. 106-135 How to Cite?
Abstract

Framed by the notion of Learning Beyond the Classroom (LBC), the study reported here examines the underexplored area of learners’ perceived obstacles to LBC and their locus of control when autonomously engaging in learning or practicing English beyond the classroom. One hundred and seventy-three EFL students from a mandatory General English programme in a Taiwanese university participated in the study by completing a written reflection on their autonomous-learning experiences which included details about the learning affordances they made use of, their successes and struggles, their attitudes, and their motivation. This paper focuses on the obstacles they encountered. Findings show that there were broadly eight types of obstacles reported by the participants, with language difficulties, affect and motivation most frequently mentioned. Although there is no clear-cut pattern of associations between the obstacles participants reported encountering and the language learning affordances they reported using, it is apparent that certain obstacles were more closely related to particular limited uses of affordances.


Persistent Identifierhttp://hdl.handle.net/10722/329104
ISSN
2023 Impact Factor: 0.4
2023 SCImago Journal Rankings: 0.261
ISI Accession Number ID

 

DC FieldValueLanguage
dc.contributor.authorGardner, David-
dc.contributor.authorLau, Ken-
dc.contributor.authorTseng, Ming i Lydia-
dc.contributor.authorYu, Li Tang-
dc.contributor.authorYuan, Yun Pi-
dc.date.accessioned2023-08-05T07:55:19Z-
dc.date.available2023-08-05T07:55:19Z-
dc.date.issued2023-06-30-
dc.identifier.citationSiSAL journal: studies in self-access learning, 2023, v. 14, n. 2, p. 106-135-
dc.identifier.issn2185-3762-
dc.identifier.urihttp://hdl.handle.net/10722/329104-
dc.description.abstract<p>Framed by the notion of Learning Beyond the Classroom (LBC), the study reported here examines the underexplored area of learners’ perceived obstacles to LBC and their locus of control when autonomously engaging in learning or practicing English beyond the classroom. One hundred and seventy-three EFL students from a mandatory General English programme in a Taiwanese university participated in the study by completing a written reflection on their autonomous-learning experiences which included details about the learning affordances they made use of, their successes and struggles, their attitudes, and their motivation. This paper focuses on the obstacles they encountered. Findings show that there were broadly eight types of obstacles reported by the participants, with language difficulties, affect and motivation most frequently mentioned. Although there is no clear-cut pattern of associations between the obstacles participants reported encountering and the language learning affordances they reported using, it is apparent that certain obstacles were more closely related to particular limited uses of affordances.</p>-
dc.languageeng-
dc.publisherKanda University of International Studies-
dc.relation.ispartofSiSAL journal: studies in self-access learning-
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.-
dc.subjectaffordances-
dc.subjectEFL learners-
dc.subjectLearning beyond the classroom-
dc.subjectobstacles-
dc.subjectTaiwan-
dc.titleLanguage Learning Beyond the Classroom in an Asian Context: Obstacles Encountered-
dc.typeArticle-
dc.identifier.doi10.37237/140202-
dc.identifier.scopuseid_2-s2.0-85165414973-
dc.identifier.volume14-
dc.identifier.issue2-
dc.identifier.spage106-
dc.identifier.epage135-
dc.identifier.eissn2185-3762-
dc.identifier.isiWOS:001025517200002-
dc.identifier.issnl2185-3762-

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