| Title : | Promoting learner autonomy in higher education | | Material Type: | printed text | | Authors: | Brikena Xhaferi, Editor ; Michelle Waldispühl, Editor ; Brigit Eriksson Hotz, Editor ; Gëzim Xhaferi, Editor | | Publisher: | Tetovo : South East European University - SEEU | | Publication Date: | 2015 | | Pagination: | 281 p. | | Size: | 24 cm | | ISBN (or other code): | 978-6-08-450398-9 | | General note: | Includes bibliographical references
| | Languages : | English (eng) Original Language : English (eng) | | Descriptors: | Education, Higher - Aims and objectives
Education, Higher - Standards
Higher education
| | Class number: | 370.07 | | Abstract: | Over the last ten years the South East European University (SEEU) in Tetovo, Macedonia, and the University of Teacher Educa¬tion in Zug (PHZG - formerly PHZ Zug), Switzerland, have established and continue to maintain a fruitful cooperation in stu¬dent exchange. The Swiss foundation "education 21" has been suppo¬rting cooperation between teacher training institutions in Switz¬erland and countries in eastern and southern countries since 2010, with the aim of developing global understanding and sustainability in education. SEEU and PHZG have seen this programme as a chance to deepen their partnership by conducting a joint research project in the field of learner autonomy, resulting in the current publication: Learner Autonomy in Higher Education. An International Confer¬ence at South East European University in Tetovo, Macedonia, in co-operation with the University of Teacher Education in Zug, Switzerland. Learner autonomy is an important and widely discussed field of learning, relevant not only in the context of primary and secondary schools, but also for teaching at the university level. It goes without saying that this issue is of particular importance For teacher training. As the project-leaders were language department professors (SEEU: Prof. Dr. Gezim Xhaferi and Assoc. Prof. Dr. Brikena Xhaferi; PHZG: Dr. Michelle Waldispuhl and Prof. Dr. Brigit Eriksson), the project focused on language learning. The aim was to collect the various understanding and beliefs of, as well as the attitudes towards forms and concepts of self-regulated learning among students and faculty members at both partner institutions. One of the main obje¬ctives was to investigate the amount of learner autonomy given to the students at each institute. Additionally, we sought to understand and reflect upon different learning cultures in the context of learner autonomy. | | Contents note: | Brikena Xhaferri, Michelle Waldispühl, Gëzim Xhaferri, Brigit Eriksson-Hotz: Students’ and teachers’ beliefs about Learner Autonomy at SEEU Tetovo, Macedonia and PH Zug, Switzerland: A comparative study; Anžela Nikolovska: The Role of Alternative Assessment in Developing Pre-service EFL Teachers’ Teaching Skills and Fostering Learner Autonomy; Daniela Kirovska-Simjanoska: The role of the teacher in fostering Learner Autonomy; Elena Spirovska: Materials development and language Learner Autonomy; Elena Ončevska Ager Student Use of Teacher Feedback : Implications for Autonomous; Iranda Bajrami: Fostering Learner Autonomy Through Differentiation Strategies; Igballe Miftari: The concept of learner autonomy- A focus on metacognitive reading strategies at University Level; Jeta Rushidi, Jehona Rushidi-Rexhepi Learner Autonomy in Language Learning : University Students’ and Professors’ Views and Suggestions; Luiza Zeqiri: The Influence of Foreign Language Anxiety on Learner Autonomy; Lumturije Bajrami: Different Approaches for Learner Autonomy in Higher Education; Marijana Marjanovikj Apostolovski: Teacher Perspective on Language Learning Autonomy at SEEU; Merita Ismaili: Fostering Students’ Autonomy through Task-based Learning in Developing Students’ Speaking Skills in Academic Settings in the EFL Classroom; Mirvan Xhemaili: Language transfer in the written English of Albanian ESP students; Milica Jošić-Milinović, Dejan Milinović: CALL in Teaching English at the University of Banja Luka; Rufat Osmani: Teaching with technology: Exercises fostering learner autonomy in EFL classes; Teuta Salii, Argenita Salii: The role of intentional vocabulary teaching practices in enhancing autonomous learning in acquiring vocabulary; Veronika Kareva: Learner Autonomy: From Theory to Practice; Vita Kilar: „Geschäftskommunikation auf Deutsch“ : Vorstellung eines Studienfachs an der Wirtschaftsfakultät der Universität Ljubljana, Slowenien; Michelle Waldispühl: Sprachförderung von Lehramtsstudierenden mit Deutschals Zweitsprache – Fallbeispiel Pädagogische Hochschule Zug, Schweiz; | | Link for e-copy: | https://www.seeu.edu.mk/files/research/Book-2015.pdf | | Format of e-copy: | https:// | | Record link: | https://library.seeu.edu.mk/index.php?lvl=notice_display&id=16483 |
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