A Systemic Review on the Effect of WeChat Implementation on Learner Autonomy | Chapter 5 | Advances and Challenges in Science and Technology Vol. 7

 The following research questions search out be addressed similarly the goals of this review. 1) Why have prior research on WeChat mobile ploys and learner independence produced inconsistent results? 2) How does the use of WeChat influence the autonomy of learners? The most of students in China have smartphones and WeChat accounts cause to the country's rapid mechanics advancement and the app's climbing popularity. One of the most well-known social television platforms in China is immediately WeChat. Reviewing earlier research to determine the being and effects of merging WeChat into the classroom in order to increase beginner autonomy would accordingly be a wise beginning for future investigation. Hence, this article orderly reviewed research items that explored the effect of WeChat exercise to enhance learner independence by especially concentrating on the research design, findings, and the impact of using WeChat as a science-based design in the classroom on trainee autonomy. The findings from this review are detached due to the contradictory research methods and the variety of participants. Several implications are fatigued from this review. In particular, future researchers are heartened to carry out more rigorous studies accompanying well-established mechanisms and be more specific concerning how the implementation of WeChat corrects learner independence.

Author(s) Details:

Xianxin Hui,
Chongqing Youth Vocational & Technical College, Chongqing, China.

Zhifang Liu,
Educational Studies, Universiti Sains Malaysia, Penang, Malaysia.

Lingjie Tang,
School of Foreign Studies, Xi’an Jiaotong University, Xi’an, China.

Please see the link here: https://stm.bookpi.org/ACST-V7/article/view/12202

Study about Fostering Autonomous Language Learners in a Japanese University | Chapter 11 | Current Research in Language, Literature and Education Vol. 2

 The goal of this study is to see if including "self-study" in the course syllabus encourages learners to learn independently, which is one of the most crucial aspects of language acquisition. Learning a language takes a long period, and students must study both inside and outside the classroom to improve their language skills. The current study looked into ways to promote autonomous learning skills among mixed-level English students at a Japanese university. The course syllabus was created using a variety of strategies in order to improve students' autonomy in learning and to include a self-study period during the semester. Students devised their own objectives and then devised, created, and implemented tactics to accomplish them. Learners also kept a weekly learning journal, which culminated in a presentation and written report on what they had done to attain their objectives, including self-evaluation. The students identified some gains in their English language skills, motivation, and learning habits, as well as an increase in learning hours, according to the findings. Furthermore, the students' confidence in their English study grew. More practical enhancements are suggested for assisting students in becoming self-sufficient language learners.

Author(S) Details 

Mayumi Kanazawa
Kibi International University, Japan.

View Book:- https://stm.bookpi.org/CRLLE-V2/article/view/5291