Teacher-led initiatives in supporting learner empowerment among malay tertiary learners

Purpose - Learner empowerment or learner autonomy is regarded by some theorists as the self-propelled, sole effort of the learner. However, in creating self-directed learners who are empowered to learn, the role of significant others such as the instructor is imperative. This study shows how a commi...

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Published in:Malaysian Journal of Learning and Instruction
Main Author: Kaur N.
Format: Article
Language:English
Published: Universiti Utara Malaysia Press 2014
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920272384&partnerID=40&md5=c39dcffb57ef6bac7d4df85a44659c04
id 2-s2.0-84920272384
spelling 2-s2.0-84920272384
Kaur N.
Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
2014
Malaysian Journal of Learning and Instruction
11
1

https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920272384&partnerID=40&md5=c39dcffb57ef6bac7d4df85a44659c04
Purpose - Learner empowerment or learner autonomy is regarded by some theorists as the self-propelled, sole effort of the learner. However, in creating self-directed learners who are empowered to learn, the role of significant others such as the instructor is imperative. This study shows how a committed lecturer can play an instrumental role in facilitating self-directed learning among learners. Methodology - Learner autonomy in vocabulary learning was successfully facilitated among a group of Malay tertiary learners pursuing a Business Studies course in Malaysia. This qualitative study explored the lecturer's proactive efforts and initiatives in raising learners' confidence in learning vocabulary. Data were collected through refl ective in-depth interviews with the lecturer and learners at the end of every week for one month to obtain insights into their learning experiences. Findings - The lecturer's pedagogical approaches of providing sufficient learning opportunities in class, teaching vocabulary in context, using vocabulary lists and direct methods, and building lessons spirally to reinforce learning made complex tasks become manageable and achievable. These efforts were well-commended by the learners in this study. The lecturer's conscious decisions, namely, encouraging collaborative learning tasks and not forcing reluctant speakers were guided by her awareness of the learners' cultural background which impinged on their learning preferences, thus, creating a non-threatening learning environment. Significance - This study establishes the case that learner empowerment is not teacherless learning but is fostered when the instructor is able to pitch the lesson at an appropriate level and create a conducive and positive learning environment to synchronise with the learners' cultural traits.
Universiti Utara Malaysia Press
16758110
English
Article

author Kaur N.
spellingShingle Kaur N.
Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
author_facet Kaur N.
author_sort Kaur N.
title Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
title_short Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
title_full Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
title_fullStr Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
title_full_unstemmed Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
title_sort Teacher-led initiatives in supporting learner empowerment among malay tertiary learners
publishDate 2014
container_title Malaysian Journal of Learning and Instruction
container_volume 11
container_issue 1
doi_str_mv
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920272384&partnerID=40&md5=c39dcffb57ef6bac7d4df85a44659c04
description Purpose - Learner empowerment or learner autonomy is regarded by some theorists as the self-propelled, sole effort of the learner. However, in creating self-directed learners who are empowered to learn, the role of significant others such as the instructor is imperative. This study shows how a committed lecturer can play an instrumental role in facilitating self-directed learning among learners. Methodology - Learner autonomy in vocabulary learning was successfully facilitated among a group of Malay tertiary learners pursuing a Business Studies course in Malaysia. This qualitative study explored the lecturer's proactive efforts and initiatives in raising learners' confidence in learning vocabulary. Data were collected through refl ective in-depth interviews with the lecturer and learners at the end of every week for one month to obtain insights into their learning experiences. Findings - The lecturer's pedagogical approaches of providing sufficient learning opportunities in class, teaching vocabulary in context, using vocabulary lists and direct methods, and building lessons spirally to reinforce learning made complex tasks become manageable and achievable. These efforts were well-commended by the learners in this study. The lecturer's conscious decisions, namely, encouraging collaborative learning tasks and not forcing reluctant speakers were guided by her awareness of the learners' cultural background which impinged on their learning preferences, thus, creating a non-threatening learning environment. Significance - This study establishes the case that learner empowerment is not teacherless learning but is fostered when the instructor is able to pitch the lesson at an appropriate level and create a conducive and positive learning environment to synchronise with the learners' cultural traits.
publisher Universiti Utara Malaysia Press
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language English
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