Self-Directed Language Learning, Asian Cultural Influences, and the Teacher's Role

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Author(s): Hong Shi (China University of Petroleum – Beijing, China)and Maria Martinez Witte (Auburn University, USA)
Copyright: 2018
Pages: 32
Source title: Emerging Self-Directed Learning Strategies in the Digital Age
Source Author(s)/Editor(s): Frank G. Giuseffi (Lindenwood University, USA)
DOI: 10.4018/978-1-5225-3465-5.ch006

Keywords: Education / Educational Technologies / Information Science Reference

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Abstract

The purpose of this chapter is to identify cultural influences on self-directed language learning. Self-directed language learning may take place in the classroom environment, but mainly goes on outside of the classroom, and how students regulate this aspect of learning is crucial to their language learning and academic success. Autonomy is a key characteristic of western education while some aspects of collectivist culture appear to be impediments to autonomous learning. Culture influences learners' beliefs about the learner and teacher's relationship and their perceived roles in language learning. Students accustomed to more teacher-centered classrooms need to be given time and support to make the transition to new forms of learning. Teachers are suggested to provide guidance and assistance for learners, such as scaffolding, strategy teaching and self-assessment to encourage independent and autonomous learning to promote learners' self-confidence, motivation, abilities and skills for lifelong learning.

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