Participating in Extra-Curricular Activities and Fostering Greater Learner Autonomy Among Highly Proficient Secondary Students in Hong Kong
Journal Title: International Journal of Educational Science and Research (IJESR) - Year 2018, Vol 8, Issue 2
Abstract
Learner autonomy plays an important role in language learning (Benson, 2011b). To define learner autonomy, Holec (1981) refers it to an individual’s ability and responsibility to take charge of his or her own learning. To strengthen learner autonomy, out-of-class learning is essential (Chik, 2015). In Hong Kong, most students learn English as a foreign language. Many local schools, organize different types of extra-curricular activities, e.g. debates, drama, movie club, English ambassador scheme, to create an English-rich environment and encourage students to use the language outside of class (Benson, 2011a; Education Bureau, 2009). However, in Hong Kong, constraints like teacher-centered, examination-oriented teaching (Li, 2011) make developing learner autonomy through out-of-class extra-curricular activities very difficult. In this paper, how and why six Hong Kong students participated in school-initiated extra-curricular activities and its role in of developing autonomy will be discussed (Chan, 2012). Based on the results, suggestions on how to help local secondary students benefit more in extra-curricular activities and foster greater learner autonomy will be given.
Authors and Affiliations
HOI WING CHAN
Keywords
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- EP ID EP344329
- DOI 10.24247/ijesrapr20186
- Views 158
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