Browsing by Subject "language learning"

Now showing 1 - 4 of 4
  • Thumbnail Image
    Item
    Developing an ESL Tutoring Center and Expanding Operations Online
    (2021) Ene, Estela; Sadri, Raeeka; English, School of Liberal Arts
    A tutoring center offers students the additional support they need to develop as language learners and function well in U.S. academia. In this article, we describe the development of an ESL Tutoring Center and provide tips for tutoring students online.
  • Thumbnail Image
    Item
    Developing an ESL tutoring center and expanding operations online
    (TESOL, 2021) Ene, Estela; Sadri, Raeeka
  • Thumbnail Image
    Item
  • Thumbnail Image
    Item
    International Students and Autonomy in Service-Learning English for Academic Purposes Courses
    (2022-11-08) Ene, Estela; Orlando, Honnor
    Learner autonomy, defined most frequently as the “ability to take charge of one’s own learning” (Holec, 1981, p. 3), plays an important role in learning generally speaking and language acquisition in particular (Thomas & Rose, 2019). Enabling learners to function independently is an important, if not the ultimate, goal of teaching. In Service Learning (SL), learners can operate autonomously, and likely become more autonomous as a result of practicing autonomy. Thus, autonomy can be a means as well as a goal. Studies, however, have not paid sufficient attention to the role that learner autonomy may play, especially when it comes to SL performed by international students. An important theoretical and practical question is whether increasing learners’ autonomy leads to better learning outcomes than other-/teacher-directed SL. If students learned as much or more when given more autonomy, teachers could better use the time they invest in the logistical overload that comes with coordinating every aspect of SL (as also noted by Kwenani & Yu, 2018); for example, teachers could focus on designing tasks that would benefit students and community partners alike and preparing their students for operating autonomously without losing focus or doing harm (Tryon et al., 2008). Thus, it is important to finetune our understanding of whether learner autonomy supports learning, and which aspects of learning it can support most productively.