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Title: Developing learner autonomy through the use of a revised learner training programme, RLTP, in King Mongut's University of Technology Thonburi
Author: Darasawang, P.
Awarding Body: University of Edinburgh
Current Institution: University of Edinburgh
Date of Award: 2000
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This thesis reports case study research on the effectiveness of a revised version of the original learner training programme (RLTP) which had been integrated into a compulsory English course at King Mongut's University of Technology Thonburi. The RLTP aimed at providing an environment which encouraged learner autonomy expressed in such features as freedom in learning, an opportunity to make decisions in learning as well as hands-on experience in independent learning so that the students would develop positive attitudes towards being autonomous in learning. It also emphasised the use of metacognitive strategies which helped the students to be self-directed who knew how to plan, monitor and evaluate their learning performance. The data indicated that the students perceived freedom in learning resulting from being allowed to make decisions in learning, working in groups, and discussing in class. This experience increased the students' motivation to learn English and encouraged them to adopt a deep approach in learning which suggested that they were involved in the learning process actively and interested in the course content. The data indicated the students' improvement of their attitudes to the independent learning mode and confidence to learn by themselves, which might encourage them to undertake the self-study in the self-access centre voluntarily. The data also indicated the effect of the change in relationships between the teacher and the students which made the students feel closer to the teacher. These findings might indicate a greater dependence on the teacher as the students attributed their success and failure in learning to the teacher more at the end of the RLTP. The results from the training on how to use metacognitive strategies indicated that the students used metacognitive strategies more often at the end of the RLTP and they were aware of the usefulness of metacognitive strategies, especially planning. The data suggested factors that might influence the effectiveness of the RLTP; e.g., learning environment and hands-on experience. The data also indicated that the teacher played a role in helping the students to develop learner autonomy.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available