1. |12-04-20121 Goal setting, peer review and self evaluation guiding autonomous learning

2. |12-04-2012 ›A student who has the ability to take control over his or her own learning (Holec, 1981). 2 The autonomous learner

3. |12-04-2012 Training autonomy ›Academic writing: a process based approach ›Is meant not only to guide students through the writing process but also to cultivate self- efficacy in guiding their own processes. ›Teachers play a vital role in this process 3

4. |12-04-2012 ›The book trains autonomy in each chapter.  Orientation task : integrate background knowledge  Goal setting task: incite strategy use  Wing system tasks: practice theory/apply strategies  Peer review task: raise awareness of strategy use  Self-evaluation task: reflection of goal achievement 4

5. |12-04-2012 STEP 1: ORIENTATION 5

6. |12-04-2012 STEP 2: GOAL SETTING “Learners who have reached a point where they are able to define their own goals and create their own learning opportunities have, by definition, become autonomous” (Nunan, 1999,145). 6

7. |12-04-2012 Goal setting is important Clear goals allow students to focus on what is most relevant to them! Students are more motivated to learn what is relevant to them! 7

8. |12-04-2012 STEP 2: GOAL SETTING 8

9. |12-04-2012 Student goals ›“I would like concentrate on avoiding the use of wordy multi-clause sentences that are very common to the German language” ›“Use a more comprehensive vocabulary (i.e. not always resorting to the same phrases and words)” 9

10. |12-04-2012 The role of the teacher ›The challenge of a teacher is to find a balance between freedom for students to choose their own learning methods and structure to guide the learner to self-efficacy. 10

11. |12-04-201211 Teaching students to set goals

12. |12-04-2012 Setting goals and making plans “Whereas one’s goals help to specify one’s destination, planning is like finding the best road to get there. Planning involves drawing up practical plans and allocating time to them” (Reinders, 47). 12

13. |12-04-2012 Student examples : which goal might produce the most effective plan? ›“To develop a more sophisticated and elaborate writing style.” ›“My aim is to become more familiar with legal texts, various referencing styles and the respective formats of legal documents.” ›“I aim to expand and vary my vocabulary.” 13

14. |12-04-2012 AUTONOMOUS LEARNING: The 4-step Programme ›(1) Define the task ›(2) Set goals and make a plan for success ›(3) Follow the plan  Wing tasks  Peer review ›(4) Reflect, and adjust future goals and strategies 14

15. |12-04-2012 The Peer review ›Benefits:  Students help each other  Provides a review of the lessons  Increased awareness of strategy use and writing style  In order to be effective, it must also be properly trained! 15

16. |12-04-2012 Chapter 1: Introducing the peer review 16

17. |12-04-2012 Chapter 2: Explaining Comment Types ›Directive = specific change suggested ›Praise = positive description of a part of paper ›Summary = text interpretation without specific change suggested 17

18. |12-04-201218 Chapter 3: Practice giving comments

19. |12-04-201219 Chapter 4: Students begin to peer review each other

20. |12-04-2012 Chapter 4: Drafting 20

21. |12-04-201221 * Metzger reveals his open defensive point of view on abortion. Court decisions protecting a woman’s personal choice and capability of being a mother are essential to the author. Furthermore, he exclaims that if a federal regulation of abortion-related drugs has taken force, then abortions shall be granted similar legal right. He finishes the writing with the administration policies which appear to be more often while speaking of abortion rights. Nevertheless, the author considers that the Constitutional protection should be more effective and affirmative regarding abortions.

22. |12-04-201222

23. |12-04-2012 Approaches to the peer review ›In-class: after giving a lesson  Students can ask teacher directly  Lesson review  Working in pairs or groups ›Outside of class: writing groups (carousel)  Student “support group”  Lesson review 23

24. |12-04-201224 Chapter 5 In Class peer review: Each student is a “specialist”

25. |12-04-2012 STEP 4 SELF-EVALUATION 25

26. |12-04-2012 Student reflection ›“I believe that my use of the English language improved in the last semester as I achieved the goals that I had set myself at the beginning of the term.” ›“Nevertheless, participation in the English Course gave me an opportunity to improve afore-mentioned skills to a significant extent. I am able to produce a structured essay, with using a proper grammar and sentence construction. I am much more creative while preparing the text. However, I am aware that I still need to exercise using articles.” 26

27. |12-04-2012 Works Cited ›Bandura, A. (1997). Self-efficacy: the exercise of control. New York, NY: W H Freeman & Co. ›Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe). ›Naiman et al. (1978). The Good language learner. Modern Languages in Practice. ›Nunan, D. (1999). Second language teaching and learning. Boston: Heinle & Heinle. ›Rader, L. (2005). Goal Setting for Students and Teachers: Six Steps to Success. Clearing House, 78(3), 123. ›Reinders, Hayo (2010) "Towards a Classroom Pedagogy for Learner Autonomy: A Framework of Independent Language Learning Skills," Australian Journal of Teacher Education: Vol. 35: Iss. 5, Article 4. ›Rivers, W. (2001). “Autonomy at all costs: An ethnography of metacognitive self-assessment and self management among experienced language learners”, Modern Language Journal 85 (2 Summer): 279–290. ›Schunk, D. H., & ERIC Clearinghouse on Counseling and Student Services, 135 G. C. (2001). Self-Regulation through Goal Setting. ERIC/CASS Digest. ›Schunk, D. (2008). Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations. Educational Psychology Review, 20(4), 463-467. 27

28. |12-04-2012 Thank you for your attention. Are there any questions? 28