Phan, Thi-Gam  <br/><br/>
Redefining autonomy in low-achieving high-school students   : Collaborative learning in Taiwan-context classrooms (Journal Article) 

 - USA   : Taylor and Francis Group   ,2023 
 - 371-385p. 
 - The Journal of Educational Research    Volume 116, 2023 - Issue 6, 2023 .
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<br/><br/> Abstract: The study endorses the idea of interdependence as a trait of autonomy, which dignifies low-achieving students’ autonomy developed in English-language classrooms. A modified autonomy scale, adapted from Nunan’s five levels of autonomy development, monitored low-achieving learners’ autonomy. This action research explores the pedagogical design of collaborative learning to improve low-achieving students’ autonomy. Twenty low-achieving students (out of 29) as target participants come from a vocational high school in Hualien County, Taiwan. The result via observation and group-focus interviews displayed that the quality of intra-group interactions, deciding whether target participants’ need was satisfied, influences target participants’ tendency to be autonomous. In this study, leader-assigned groups where target participants could access available ‘resources’ (leaders) without exposing themselves to teachers to complete their individual/collective goals could produce those interactions. This indicates their greater responsibility for their learning. This study could provide an inspiring perspective for practitioners to redefine autonomy in low-achieving students. 
<br/><br/><label>ISSN: </label>0022-0671   
<br/><br/><label>Subjects--Topical Terms: </label><br/>Learner autonomy| interdependence| collaborative learning| low-achieving students| english learning