SR 3 Article Review
The article I read was “Autonomy and language learning in a simulated environment” by Garold L. Murray.
This article, while I was fairly excited about reading it at first, turned out to be not as valuable for writing my APP as I had hoped. It falls under the SR 3: Diary & Case Studies on our readings list, and I honestly wish I could’ve found a different and better one to read. Based on the choice of vocabulary and the actual presentation of materials/research, it just seemed “sterile” and unfriendly. It definitely, in my opinion, was not welcoming to the reader, if that makes sense.
The author organizes his paper in the following order:
Abstract (1 paragraph)
Introduction (approx. 1 page)
The interactive videodisc program (approx. 1 ½ pages)
The study (approx. 1 ½ pages)
The discussion (approx. 6 ½ pages)
Conclusion (approx. ¾ page)
References (approx. 1 ¾ pages)
The most interesting portion of the entire article, to me, was the third section “The Study.” She calls for more research “to identify the student’s relationship to the materials” (Murray, 1992, p.328). That, in itself, caused me to continue reading because I thought that this would be the section that I could possible use or reference in some way in my APP. While I probably won’t end up using it, I thought it was neat how the inquiry presented in this section of the article voiced three questions: (1) what are the experiences of the learners working on their own with the interactive videodisc program? (2) what is the impact of this experience on their second language acquisition? (3) what are the implications for second language pedagogy? I think, and I’m only basing this on my own education and teaching experiences, that all teachers must have the same questions or similar ones depending on what subject area they teach. For example, I could modify these questions to work better with my Spanish classes by asking: (1) what experiences have my students had while working independently with the target language? (2) which appears to be the most beneficial for my students, individual work/assignments or cooperative learning groups? (3) what is the impact/implications of my teaching methods on their motivation to continue in future Spanish classes after taking my class?
This article, while I was fairly excited about reading it at first, turned out to be not as valuable for writing my APP as I had hoped. It falls under the SR 3: Diary & Case Studies on our readings list, and I honestly wish I could’ve found a different and better one to read. Based on the choice of vocabulary and the actual presentation of materials/research, it just seemed “sterile” and unfriendly. It definitely, in my opinion, was not welcoming to the reader, if that makes sense.
The author organizes his paper in the following order:
Abstract (1 paragraph)
Introduction (approx. 1 page)
The interactive videodisc program (approx. 1 ½ pages)
The study (approx. 1 ½ pages)
The discussion (approx. 6 ½ pages)
Conclusion (approx. ¾ page)
References (approx. 1 ¾ pages)
The most interesting portion of the entire article, to me, was the third section “The Study.” She calls for more research “to identify the student’s relationship to the materials” (Murray, 1992, p.328). That, in itself, caused me to continue reading because I thought that this would be the section that I could possible use or reference in some way in my APP. While I probably won’t end up using it, I thought it was neat how the inquiry presented in this section of the article voiced three questions: (1) what are the experiences of the learners working on their own with the interactive videodisc program? (2) what is the impact of this experience on their second language acquisition? (3) what are the implications for second language pedagogy? I think, and I’m only basing this on my own education and teaching experiences, that all teachers must have the same questions or similar ones depending on what subject area they teach. For example, I could modify these questions to work better with my Spanish classes by asking: (1) what experiences have my students had while working independently with the target language? (2) which appears to be the most beneficial for my students, individual work/assignments or cooperative learning groups? (3) what is the impact/implications of my teaching methods on their motivation to continue in future Spanish classes after taking my class?
posted by Tanya Loewen at 11:15 AM
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