Slideshows for Tag: learner

Slideshows for Tag: learner http://www.slideshare.net/ http://www.slideshare.net/images/logo.gif Slideshows for Tag: learner http://www.slideshare.net/ Thu, 03 Dec 2009 15:20:59 GMT SlideShare feed for Slideshows for Tag: learner Art, Creativity And 21st Century Learning http://www.slideshare.net/ArtsSmarts/art-creativity-and-21st-century-learning
Plenary session at the 2009 ArtsSmarts eXchange by John Kershaw, Deputy Minister of Education (English) New Brunswick In today’s fast paced, knowledge-based world, all sectors of society are demanding creative thinkers to fuel innovative solutions to ever-evolving and complex problems. Where once the humanities were pushed to the fringes as public education systems focussed on science and technology, we are now witnessing a resurgence. This is a result of growing recognition of the role of the arts in fostering creativity and critical thinking. The province of New Brunswick is actively aligning its Anglophone K-12 program with current thinking on 21st century learning requirements.]]>
Plenary session at the 2009 ArtsSmarts eXchange by John Kershaw, Deputy Minister of Education (English) New Brunswick In today’s fast paced, knowledge-based world, all sectors of society are demanding creative thinkers to fuel innovative solutions to ever-evolving and complex problems. Where once the humanities were pushed to the fringes as public education systems focussed on science and technology, we are now witnessing a resurgence. This is a result of growing recognition of the role of the arts in fostering creativity and critical thinking. The province of New Brunswick is actively aligning its Anglophone K-12 program with current thinking on 21st century learning requirements.]]> Thu, 03 Dec 2009 15:20:59 GMT http://www.slideshare.net/ArtsSmarts/art-creativity-and-21st-century-learning ArtsSmarts@slideshare.net(ArtsSmarts) Art, Creativity And 21st Century Learning ArtsSmarts Plenary session at the 2009 ArtsSmarts eXchange by John Kershaw, Deputy Minister of Education (English) New Brunswick In today’s fast paced, knowledge-based world, all sectors of society are demanding creative thinkers to fuel innovative solutions to ever-evolving and complex problems. Where once the humanities were pushed to the fringes as public education systems focussed on science and technology, we are now witnessing a resurgence. This is a result of growing recognition of the role of the arts in fostering creativity and critical thinking. The province of New Brunswick is actively aligning its Anglophone K-12 program with current thinking on 21st century learning requirements. <img src="http://cdn.slidesharecdn.com/artcreativityand21stcenturylearning-091203092300-phpapp02-thumbnail-2?1259854020" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Plenary session at the 2009 ArtsSmarts eXchange by John Kershaw, Deputy Minister of Education (English) New Brunswick In today’s fast paced, knowledge-based world, all sectors of society are demanding creative thinkers to fuel innovative solutions to ever-evolving and complex problems. Where once the humanities were pushed to the fringes as public education systems focussed on science and technology, we are now witnessing a resurgence. This is a result of growing recognition of the role of the arts in fostering creativity and critical thinking. The province of New Brunswick is actively aligning its Anglophone K-12 program with current thinking on 21st century learning requirements. Art, Creativity And 21st Century Learning

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Preparing for upcoming lifelong learners - CMED Conference http://www.slideshare.net/vjmslides/preparing-for-upcoming-lifelong-learners-cmed-conference
CMED Conference concurrent session, Don’t Miss Your Upcoming Lifelong Learners While Clinging to the Ones You Know Today. Background images are originals by VJ Maris Photography. If you’d like to use one of the images for your presentation, please send me a note requesting permission.]]>
CMED Conference concurrent session, Don’t Miss Your Upcoming Lifelong Learners While Clinging to the Ones You Know Today. Background images are originals by VJ Maris Photography. If you’d like to use one of the images for your presentation, please send me a note requesting permission.]]> Sat, 21 Nov 2009 15:56:19 GMT http://www.slideshare.net/vjmslides/preparing-for-upcoming-lifelong-learners-cmed-conference vjmslides@slideshare.net(vjmslides) Preparing for upcoming lifelong learners - CMED Conference vjmslides CMED Conference concurrent session, Don’t Miss Your Upcoming Lifelong Learners While Clinging to the Ones You Know Today. Background images are originals by VJ Maris Photography. If you’d like to use one of the images for your presentation, please send me a note requesting permission. <img src="http://cdn.slidesharecdn.com/cmed2009lifelonglearners-091121095626-phpapp02-thumbnail-2?1258819057" alt ="" style="border:1px solid #C3E6D8;float:right;" /> CMED Conference concurrent session, Don’t Miss Your Upcoming Lifelong Learners While Clinging to the Ones You Know Today. Background images are originals by VJ Maris Photography. If you’d like to use one of the images for your presentation, please send me a note requesting permission. Preparing for upcoming lifelong learners - CMED Conference

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21st Century Learner and the Iowa Core Curriculum http://www.slideshare.net/twaterman/21st-century-learner-and-the-iowa-core-curriculum
This was a presentation for the 2009 ITEC conference.]]>
This was a presentation for the 2009 ITEC conference.]]> Wed, 14 Oct 2009 22:17:32 GMT http://www.slideshare.net/twaterman/21st-century-learner-and-the-iowa-core-curriculum twaterman@slideshare.net(twaterman) 21st Century Learner and the Iowa Core Curriculum twaterman This was a presentation for the 2009 ITEC conference. <img src="http://cdn.slidesharecdn.com/icc21stlearneritec-091014171737-phpapp02-thumbnail-2?1255558811" alt ="" style="border:1px solid #C3E6D8;float:right;" /> This was a presentation for the 2009 ITEC conference. 21st Century Learner and the Iowa Core Curriculum

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21st Century Tools to Support and Challenge our 21st Century Learners http://www.slideshare.net/dakar95/idaho-iatfl-workshop-use-oct-2009
21st Century Tools for World languages Classes. Presented at the Idaho Associaition of Teachers of Foreign Languages Fall Conference Oct. 2009)]]>
21st Century Tools for World languages Classes. Presented at the Idaho Associaition of Teachers of Foreign Languages Fall Conference Oct. 2009)]]> Mon, 28 Sep 2009 00:25:03 GMT http://www.slideshare.net/dakar95/idaho-iatfl-workshop-use-oct-2009 dakar95@slideshare.net(dakar95) 21st Century Tools to Support and Challenge our 21st Century Learners dakar95 21st Century Tools for World languages Classes. Presented at the Idaho Associaition of Teachers of Foreign Languages Fall Conference Oct. 2009) <img src="http://cdn.slidesharecdn.com/idahoiatflworkshopuseoct-2009-090927192507-phpapp02-thumbnail-2?1254098219" alt ="" style="border:1px solid #C3E6D8;float:right;" /> 21st Century Tools for World languages Classes. Presented at the Idaho Associaition of Teachers of Foreign Languages Fall Conference Oct. 2009) 21st Century Tools to Support and Challenge our 21st Century Learners

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What’s the alternative? Widening participation by making VLE-based distance learning available to those without internet access http://www.slideshare.net/vyh3/whats-the-alternative-widening-participation-by-making-vlebased-distance-learning-available-to-those-without-internet-access
My presentation at the 2009 Cambridge International Open and Distance Learning Conference parallel session 3.]]>
My presentation at the 2009 Cambridge International Open and Distance Learning Conference parallel session 3.]]> Sun, 27 Sep 2009 14:56:20 GMT http://www.slideshare.net/vyh3/whats-the-alternative-widening-participation-by-making-vlebased-distance-learning-available-to-those-without-internet-access vyh3@slideshare.net(vyh3) What’s the alternative? Widening participation by making VLE-based distance learning available to those without internet access vyh3 My presentation at the 2009 Cambridge International Open and Distance Learning Conference parallel session 3. <img src="http://cdn.slidesharecdn.com/valhancock-cambridgeodl2009-090927095621-phpapp02-thumbnail-2?1254321818" alt ="" style="border:1px solid #C3E6D8;float:right;" /> My presentation at the 2009 Cambridge International Open and Distance Learning Conference parallel session 3. What’s the alternative? Widening participation by making VLE-based distance learning available to those without internet access

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The How and Why of Contextual Inquiry http://www.slideshare.net/kernlearningsolutions/contextual-inquiry
This presentation describes Kern’s contextual inquiry process using a case study. This research helped in designing the assessment centre for the sales force of a reputed agro based company in India. ]]>
This presentation describes Kern’s contextual inquiry process using a case study. This research helped in designing the assessment centre for the sales force of a reputed agro based company in India. ]]> Wed, 23 Sep 2009 15:58:21 GMT http://www.slideshare.net/kernlearningsolutions/contextual-inquiry kernlearningsolutions@slideshare.net(kernlearningsolutions) The How and Why of Contextual Inquiry kernlearningsolutions This presentation describes Kern’s contextual inquiry process using a case study. This research helped in designing the assessment centre for the sales force of a reputed agro based company in India. <img src="http://cdn.slidesharecdn.com/slideshareci-final-090923110633-phpapp01-thumbnail-2?1253727993" alt ="" style="border:1px solid #C3E6D8;float:right;" /> This presentation describes Kern’s contextual inquiry process using a case study. This research helped in designing the assessment centre for the sales force of a reputed agro based company in India. The How and Why of Contextual Inquiry

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Research Note on E-teaching http://www.slideshare.net/ivarsity/research-note-on-eteaching
Sharing a research note on impact of e-teaching]]>
Sharing a research note on impact of e-teaching]]> Fri, 04 Sep 2009 06:37:10 GMT http://www.slideshare.net/ivarsity/research-note-on-eteaching ivarsity@slideshare.net(ivarsity) Research Note on E-teaching ivarsity Sharing a research note on impact of e-teaching <img src="http://cdn.slidesharecdn.com/981-4501-1-pb-090904013720-phpapp02-thumbnail-2?1252046247" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Sharing a research note on impact of e-teaching Research Note on E-teaching

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Online Learner Engagement H Briggs6 http://www.slideshare.net/hank9/online-learner-engagement-h-briggs6
e-handout for online learner engagement presentation]]>
e-handout for online learner engagement presentation]]> Sun, 09 Aug 2009 14:32:46 GMT http://www.slideshare.net/hank9/online-learner-engagement-h-briggs6 hank9@slideshare.net(hank9) Online Learner Engagement H Briggs6 hank9 e-handout for online learner engagement presentation <img src="http://cdn.slidesharecdn.com/onlinelearnerengagementhbriggs6-090809093251-phpapp02-thumbnail-2?1249828397" alt ="" style="border:1px solid #C3E6D8;float:right;" /> e-handout for online learner engagement presentation Online Learner Engagement H Briggs6

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June 4, 2009 Edutopia webinar: "Engaging the Digital Generation: Insights from Kids, Teachers, and Parents" http://www.slideshare.net/edutopia/june-4-2009-edutopia-webinar-engaging-the-digital-generation-insights-from-kids-teachers-and-parents
Host: Amy Erin Borovoy, coordinating producer, Edutopia video. Presenters: Nichole Pinkard, Founder, Digital Youth Network and director of Innovation, University of Chicago’s Urban Education Institute and Vicki Davis, Teacher, blogger, and IT director at Westwood Schools Today’s students use digital media in ways hardly imaginable just a few years ago, revolutionizing how kids create, collaborate, and teach one another. Join us for a stimulating discussion with innovative educators, parents, and students from the Digital Generation Project as they share practical tools and strategies for engaging the digital learner.]]>
Host: Amy Erin Borovoy, coordinating producer, Edutopia video. Presenters: Nichole Pinkard, Founder, Digital Youth Network and director of Innovation, University of Chicago’s Urban Education Institute and Vicki Davis, Teacher, blogger, and IT director at Westwood Schools Today’s students use digital media in ways hardly imaginable just a few years ago, revolutionizing how kids create, collaborate, and teach one another. Join us for a stimulating discussion with innovative educators, parents, and students from the Digital Generation Project as they share practical tools and strategies for engaging the digital learner.]]> Fri, 07 Aug 2009 18:59:49 GMT http://www.slideshare.net/edutopia/june-4-2009-edutopia-webinar-engaging-the-digital-generation-insights-from-kids-teachers-and-parents edutopia@slideshare.net(edutopia) June 4, 2009 Edutopia webinar: "Engaging the Digital Generation: Insights from Kids, Teachers, and Parents" edutopia Host: Amy Erin Borovoy, coordinating producer, Edutopia video. Presenters: Nichole Pinkard, Founder, Digital Youth Network and director of Innovation, University of Chicago’s Urban Education Institute and Vicki Davis, Teacher, blogger, and IT director at Westwood Schools Today’s students use digital media in ways hardly imaginable just a few years ago, revolutionizing how kids create, collaborate, and teach one another. Join us for a stimulating discussion with innovative educators, parents, and students from the Digital Generation Project as they share practical tools and strategies for engaging the digital learner. <img src="http://cdn.slidesharecdn.com/dg-090807140000-phpapp01-thumbnail-2?1249671748" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Host: Amy Erin Borovoy, coordinating producer, Edutopia video. Presenters: Nichole Pinkard, Founder, Digital Youth Network and director of Innovation, University of Chicago’s Urban Education Institute and Vicki Davis, Teacher, blogger, and IT director at Westwood Schools Today’s students use digital media in ways hardly imaginable just a few years ago, revolutionizing how kids create, collaborate, and teach one another. Join us for a stimulating discussion with innovative educators, parents, and students from the Digital Generation Project as they share practical tools and strategies for engaging the digital learner. June 4, 2009 Edutopia webinar: "Engaging the Digital Generation: Insights from Kids, Teachers, and Parents"

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IVC Engages 21st Century http://www.slideshare.net/mcdermon/ivcengages21st-century
IVC Engages the 21st Century Learner Timely, Efficient, Expert K-12]]>
IVC Engages the 21st Century Learner Timely, Efficient, Expert K-12]]> Mon, 03 Aug 2009 16:27:04 GMT http://www.slideshare.net/mcdermon/ivcengages21st-century mcdermon@slideshare.net(mcdermon) IVC Engages 21st Century mcdermon IVC Engages the 21st Century Learner Timely, Efficient, Expert K-12 <img src="http://cdn.slidesharecdn.com/ivcengages21stcentury-090803112712-phpapp02-thumbnail-2?1249993363" alt ="" style="border:1px solid #C3E6D8;float:right;" /> IVC Engages the 21st Century Learner Timely, Efficient, Expert K-12 IVC Engages 21st Century

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Online Learner Engagement H Briggs5 http://www.slideshare.net/hank9/online-learner-engagement-h-briggs5
Online Learner Engagement]]>
Online Learner Engagement]]> Tue, 28 Jul 2009 00:19:08 GMT http://www.slideshare.net/hank9/online-learner-engagement-h-briggs5 hank9@slideshare.net(hank9) Online Learner Engagement H Briggs5 hank9 Online Learner Engagement <img src="http://cdn.slidesharecdn.com/onlinelearnerengagementhbriggs5-090727191914-phpapp02-thumbnail-2?1248740989" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Online Learner Engagement Online Learner Engagement H Briggs5

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The e-learning skills gap http://www.slideshare.net/clives/the-elearning-skills-gap
Explains how many learning and development professionals have fallen behind in the skills they need to engage effectively with new media.]]>
Explains how many learning and development professionals have fallen behind in the skills they need to engage effectively with new media.]]> Sat, 18 Jul 2009 10:56:00 GMT http://www.slideshare.net/clives/the-elearning-skills-gap clives@slideshare.net(clives) The e-learning skills gap clives Explains how many learning and development professionals have fallen behind in the skills they need to engage effectively with new media. <img src="http://cdn.slidesharecdn.com/thee-learningskillsgap-standalone-090718055604-phpapp01-thumbnail-2?1249909902" alt ="" style="border:1px solid #C3E6D8;float:right;" /> Explains how many learning and development professionals have fallen behind in the skills they need to engage effectively with new media. The e-learning skills gap

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Opening learner profiles http://www.slideshare.net/jbroisin/opening-learner-profiles
ICALT 2009 presentation]]>
ICALT 2009 presentation]]> Fri, 17 Jul 2009 08:45:46 GMT http://www.slideshare.net/jbroisin/opening-learner-profiles jbroisin@slideshare.net(jbroisin) Opening learner profiles jbroisin ICALT 2009 presentation <img src="http://cdn.slidesharecdn.com/09icalttriomphe-090717034551-phpapp01-thumbnail-2?1247820882" alt ="" style="border:1px solid #C3E6D8;float:right;" /> ICALT 2009 presentation Opening learner profiles

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Using e-Learning To Facilitate 21st Century Learning http://www.slideshare.net/zaid/using-elearning-to-facilitate-21st-century-learning
This presentation explores learning and how we can use web 2.0 learning tools and Open Educational Resources (OER) to transform the way we learn. Finally, it reflects some of the challenges that we will probably face as we embark on this 21st century learning adventure. ]]>
This presentation explores learning and how we can use web 2.0 learning tools and Open Educational Resources (OER) to transform the way we learn. Finally, it reflects some of the challenges that we will probably face as we embark on this 21st century learning adventure. ]]> Thu, 09 Jul 2009 11:26:01 GMT http://www.slideshare.net/zaid/using-elearning-to-facilitate-21st-century-learning zaid@slideshare.net(zaid) Using e-Learning To Facilitate 21st Century Learning zaid This presentation explores learning and how we can use web 2.0 learning tools and Open Educational Resources (OER) to transform the way we learn. Finally, it reflects some of the challenges that we will probably face as we embark on this 21st century learning adventure. <img src="http://cdn.slidesharecdn.com/usinge-learningtofacilitate21stcenturylearningslideshare-090709062609-phpapp02-thumbnail-2?1247219584" alt ="" style="border:1px solid #C3E6D8;float:right;" /> This presentation explores learning and how we can use web 2.0 learning tools and Open Educational Resources (OER) to transform the way we learn. Finally, it reflects some of the challenges that we will probably face as we embark on this 21st century learning adventure. Using e-Learning To Facilitate 21st Century Learning

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A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective language learning strategies http://www.slideshare.net/teacheryamith/a-pathway-to-teacher-autonomy-and-learner-autonomy-a-study-on-socioaffective-language-learning-strategies-1684458
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.]]>
The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge.]]> Sun, 05 Jul 2009 20:21:30 GMT http://www.slideshare.net/teacheryamith/a-pathway-to-teacher-autonomy-and-learner-autonomy-a-study-on-socioaffective-language-learning-strategies-1684458 teacheryamith@slideshare.net(teacheryamith) A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective language learning strategies teacheryamith The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge. <img src="http://cdn.slidesharecdn.com/articleapathwaytoteacherautonomyandlearnerautonomyactionresearch-090705152142-phpapp02-thumbnail-2?1246826248" alt ="" style="border:1px solid #C3E6D8;float:right;" /> The growing popularity of learning English as a foreign language generates a substantial degree of sociocultural pressure for adults to learn or improve their language skills. However, there are indications that many EFL learners do not seem to either have appropriate beliefs, attitudes, anxieties, and motivations or make a good use of proper language learning strategies. EFL teachers in general and Colombian EFL teachers in particular should address these issues by engaging in critical reflections to provide their students with appropriate activities to face up to the emotional difficulties of social interaction and language learning, but more importantly, to open their own work to inspection and to construct valid accounts of their educational practices. Action research (AR) and reflective teacher-learning on socioaffective language learning strategies appear to be powerful means for developing both teacher autonomy and learner autonomy. Teacher autonomy is developed because new methodological and pedagogical opportunities are opened up for teachers to develop an appropriate expertise of their own. Learner autonomy is also developed because students can become aware of and identify their strategies, needs and goals as learners in order to reconsider and refashion approaches and procedures for optimal language learning. A particular action research study examined these issues by focusing explicitly on affective factors and socioaffective language learning strategies among learners in a monolingual EFL classroom at the Centro Colombo Americano in Bogota, Colombia. The results of the study suggested that explicit strategy instruction in socioaffective language learning strategies is helpful in heightening learner awareness of the importance of paying attention to their own feelings and social relationships as part of their learning process. The results also showed that when teachers reflect on their practical pedagogical know-how, it becomes rich personal pedagogical knowledge. A Pathway To Teacher Autonomy And Learner Autonomy: A study on socioaffective language learning strategies

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