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Does an Autonomising Scheme Contribute to Changing University Students' Representations of Language Learning?

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Title: Does an Autonomising Scheme Contribute to Changing University Students' Representations of Language Learning?
Language: English
Authors: Anne Chateau, Nicolas Molle, Kossi Seto Yibokou
Source: Language Learning in Higher Education. 2025 15(1):131-144.
Availability: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Peer Reviewed: Y
Page Count: 14
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Instruction, Second Language Learning, Undergraduate Students, Personal Autonomy, Independent Study, Universities, Outcomes of Education, Language Laboratories, Comparative Analysis, In Person Learning, Student Attitudes, Foreign Countries, English (Second Language), French, German, Spanish
Geographic Terms: France
DOI: 10.1515/cercles-2024-0104
ISSN: 2191-611X
2191-6128
Abstract: Since 2018, a language-learning scheme has been specifically designed for first-year students at the University of Lorraine. Its intended objective is to make them aware of the many possibilities, strategies and methodologies to learn languages, other than simply attending classes. Developing learner autonomy and inciting the students to use all the affordances offered to them at our university (e.g.: self-access centres, digital platform) is indeed one of the main aims encouraged by the language centre. In order to study the outcomes and efficiency of such a scheme, we sought to examine the representations (or beliefs as defined by Bidari 2021). These students had regarding language learning when they enter university, and compare them with those after completing the scheme. To reach this objective, the participants were asked to complete a questionnaire before and after the course. The paper first describes the language scheme, which involves a combination of class sessions and self-directed activities, and focuses on the questionnaire to explain its theoretical rationale. The next step of the article is dedicated to the analysis of the obtained data. The results show that, although some of the students already had a 'positive' representation of the way they could learn a language, the scheme helped those, whose belief was different, to modify it. Their answers also seem to show some engagement in autonomisation activities. The results are discussed in terms of their pedagogical implications for Language Centres in Higher Education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1473579
Database: ERIC
FullText Text:
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  Data: Does an Autonomising Scheme Contribute to Changing University Students' Representations of Language Learning?
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  Data: <searchLink fieldCode="AR" term="%22Anne+Chateau%22">Anne Chateau</searchLink><br /><searchLink fieldCode="AR" term="%22Nicolas+Molle%22">Nicolas Molle</searchLink><br /><searchLink fieldCode="AR" term="%22Kossi+Seto+Yibokou%22">Kossi Seto Yibokou</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning+in+Higher+Education%22"><i>Language Learning in Higher Education</i></searchLink>. 2025 15(1):131-144.
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  Data: De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
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  Data: 10.1515/cercles-2024-0104
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  Data: Since 2018, a language-learning scheme has been specifically designed for first-year students at the University of Lorraine. Its intended objective is to make them aware of the many possibilities, strategies and methodologies to learn languages, other than simply attending classes. Developing learner autonomy and inciting the students to use all the affordances offered to them at our university (e.g.: self-access centres, digital platform) is indeed one of the main aims encouraged by the language centre. In order to study the outcomes and efficiency of such a scheme, we sought to examine the representations (or beliefs as defined by Bidari 2021). These students had regarding language learning when they enter university, and compare them with those after completing the scheme. To reach this objective, the participants were asked to complete a questionnaire before and after the course. The paper first describes the language scheme, which involves a combination of class sessions and self-directed activities, and focuses on the questionnaire to explain its theoretical rationale. The next step of the article is dedicated to the analysis of the obtained data. The results show that, although some of the students already had a 'positive' representation of the way they could learn a language, the scheme helped those, whose belief was different, to modify it. Their answers also seem to show some engagement in autonomisation activities. The results are discussed in terms of their pedagogical implications for Language Centres in Higher Education.
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        PageCount: 14
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    Subjects:
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
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      – SubjectFull: Undergraduate Students
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      – TitleFull: Does an Autonomising Scheme Contribute to Changing University Students' Representations of Language Learning?
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