Open AccessWSPÓŁODPOWIEDZIALNOŚĆ ZA EFEKTY KSZTAŁCENIA JAKO WYZNACZNIK POSTĘPU AUTONOMIZACJI STUDENTÓW W NAUCZANIU JĘZYKA SPECJALISTYCZNEGO
Author(s) -
Jolanta Łącka-Badura,
Magdalena Łęska
Publication year - 2019
Publication title -
neofilolog
Language(s) - English
Resource type - Journals
eISSN - 2545-3971
pISSN - 1429-2173
DOI - 10.14746/n.2014.42.2.4
Subject(s) - autonomy , learner autonomy , pedagogy , psychology , reflection (computer programming) , perception , process (computing) , higher education , critical reflection , mathematics education , sociology , political science , computer science , language education , comprehension approach , neuroscience , law , operating system , programming language
Building learner autonomy requires effective communication and cooperation between teachers and students with regard to teaching/learning goals and methods. In addition, critical reflection on the progress being made is needed. This paper aims to represent the voices on one side of this dialogue, by investigating the perceptions that Business English students at the University of Economics in Katowice have of the roles which ESP teachers should take. This study into learner autonomy sees the co-responsibility of learners for the outcomes of the teaching/learning process as a significant determinant of the development of autonomy. Besides providing an interesting insight into the needs and expectations of Business English students, the results may contribute to the discussion on the benefits of and problems related to the development of autonomy among young adults in tertiary education.