Autonomous learning through task-based instruction in fully online language courses

• Published in: Language learning & technology Vol. 20; no. 2; pp. 81 - 97
• Main Author: Lee, Lina
• Format: Journal Article
• Language: English
• Published: Honolulu University of Hawaii National Foreign Language Resource Center 01.06.2016; University of Hawaii, National Foreign Language Resource Center
• Subjects: Classroom communication; College Students; Computer Assisted Instruction; Computer assisted language learning; Computer Mediated Communication; Electronic Learning; Feedback; Feedback (Response); Independent Study; Instructional Materials; Interpersonal Communication; Interpersonal Relationship; Interviews; Introductory Courses; Language Skills; Learning environment; Metacognition; Online Courses; Personal Autonomy; Polls & surveys; Scaffolding; Scaffolding (Teaching Technique); Second language instruction; Second Language Learning; Spanish; Student Attitudes; Surveys; Task Analysis; Teaching Methods; Web 2.0 Technologies
• ISSN: 1094-3501; 1094-3501
• DOI: 10.64152/10125/44462

This study investigated the affordances for autonomous learning in a fully online learning environment involving the implementation of task-based instruction in conjunction with Web 2.0 technologies. To that end, four-skill-integrated tasks and digital tools were incorporated into the coursework. Data were collected using midterm reflections, post-surveys and final interviews from two online elementary language courses. The results indicate that the types of tasks and digital tools utilized fostered learner autonomy in different ways. Structured tasks enabled students to work independently to create content, whereas open-ended tasks allowed them more freedom in exploring the understanding of a particular topic through social interaction. Significantly, teacher scaffolding through modeling and timely feedback affected student self-regulated efforts in online learning. The study concludes that personal commitment to the coursework and cognitive engagement with the learning material contributed to the degree of learning autonomy and the level of social interaction in fully online language learning.