Students in Japanese schools are trained to follow instructions from their teachers. In the absence of such instructions, students will quietly sit in their seats and wait. They will continue to wait until they receive further instructions. Evidence of curiosity is rare and the students show little sign of doing any work that is not required of them. The author wanted to find out if his English language students only completed work assigned to them by their teachers or if they did extra study on their own. The results of the study showed that the students actually did studies that were independent of their assigned work. The study also showed that the learners relied on teachers to help them become better autonomous language learners.

Independent Learning for Language Students

With the development of Internet technology and further research on English as Second Language (ESL) teaching pedagogy, in recent years there has been a rapid expansion of the English language Independent Learning Center over Mainland China. Based on the theory of learner autonomy by Schwienhorst, this paper attempts to explore the positive impact the Independent Learning Center has on English learning for nonEnglish major college students, to discuss the challenges and potential problems it brings about, and to propose possible strategies accordingly. Undoubtedly, this new mode of learning will continue to promote an authentic and autonomous English learning environment for ESL students in China, playing an important role in improving learners’ speaking and listening

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Learner Autonomy and the English Language Independent Learning Center in Mainland China

This article is concerned with the analysis of an independent study in improving English proficiency of students of non-English Department in FKIP University of Pasir Pengaraian on the basis of a recent study. The aspects explored in the study covered activities done by the students in their independent study and their proficiency. Generally, independent study can  be conducted anywhere and at anytime by using any supporting sources  such as language laboratory, library and Self Access centre. The research employed the descriptive qualitative design and the instruments used in collecting the data were a set of questionnaire and tests.The data analysis covered preparation and data implementation. The findings showed that the activities of independent study done by non-English department students were reading English newspapers and magazines, listening to the radio especially English programmes, watching videos, and making use of language laboratory, library, self access centre. The finding also provided the evidence that the students’ English proficiency showed significant improvement.

https://e-journal.upp.ac.id/index.php/jee/article/download/1294/pdf_11

Independent Study For Improving English Skills Of Non-english Department Students

Students only spend approximately 25 hours a week in the classroom learning English. While some students make use of self -access facilities outside of class time on a regular basis, the activities others undertake to improve their English can be invisible. This small-scale study investigated the independent learning activities of students enrolled in one program at Massey University's Albany English language centre, to see what they did to lea rn English as well as the beliefs that influenced this learning. It found that students' choice of activities varied considerably, and, based on interviews with five students, it concluded that this was generally driven by both their opinions of their weaknesses and what they believed to be important to learn. It also examined students' perceptions of the role of independent learning and the role of teachers in this. It revealed that more could be done, both in the classroom and in the self-access centre, to better support students and assist them in becoming independent learners.

Rosie Wallis

Papers

Independent Learning: What Do Students at Our Centre Do and Why Do They Do It?