To Enhance Non-English Major Students’ English Communicative Competence by Improving Students’ English Learner Autonomy through Organization Development Interventions —An Action Research at Zhejiang Yuexiu University of Foreign Languages (ZYUFL) in China
Keywords:
learner autonomy (la), communicative competence (cc), organization development interventions (odi), action learning cycle (alc)Abstract
The research paper analyzed the impact of organization development interventions (ODI) on learner autonomy (LA) and communicative competence (CC) of non-English major students in ZYUFL, Zhejiang, China. The main objectives were to determine the differences of students’ learner autonomy and communicative competence between the pre- and post-ODI phases and to investigate the impact of students’ learner autonomy on communicative competence after ODIs. Based on the preliminary diagnosis and pre-ODI results, the researcher conducted purposeful ODIs (three action learning cycles including coaching, goal setting, team building, dialogue and Appreciative Inquiry), but remained the same in the control group. The post-ODI results showed significant improvement on learner autonomy and communicative competence in the experimental group but stayed almost in the same level in the control group. According to the results of paired sample t-test, there were significant differences between pre- and post-ODI results in learner autonomy and communicative competence. Based on the Simple Linear Regression results, learner autonomy had a positive significant impact on communicative competence. The analysis of the qualitative data (three learning journals, one reflective statement and two post-ODI meetings) triangulated the results.
References
References
Argyris, C. & Schon, D. A. (1996). Organizational learning II: Theory, method. and practice. MA: Addison-Wesley.
Argyris, C. (1976). Single-loop and Double-loop Models in research on Decision Making. Administrative Science Quarterly, 21(3), 363- 375.
Argyris, C. (1983). Action science and intervention. Journal of Applied Behavioral Science, 9. 115-140.
Argyris, C. (1993). Knowledge for action: A guide to overcoming barriers to organizational change. San Francisco: Jossey-Bass.
Argyris, C., & Schon, D. A. (1974). Theory in practice. San Francisco: Jossey-Bass.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman.
Celce-Murica, M. (2007). Rethinking the role of communicative competence in language teaching. In E. Soler & M. Jordà (Eds.), Intercultural language use and language learning (pp. 41–57). Dordrecht, Netherlands: Springer.
Dam, L. & Legenhausen, L. (2010). Learners reflecting on learning: evaluation versus testing in autonomous language learning. IN: A. Paran and L. Sercu (Eds.), Testing the untestable in language education (pp.120-139). Bristol: Multilingual Matters.
Dam, L. (1995). Learner Autonomy 3: from Theory to Classroom Practice. Dublin: Authentik.
Dam, L. (2011). Developing Learner Autonomy with School Kids: Principles, practices, results. In D. Gardner (Ed.), Fostering autonomy in language learning (pp. 5-16). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
Dang, T. T., & Robertson, M. (2010). Impacts of learning management system on learner autonomy in EFL learning. International Education Studies, 3(3), 3-11.
Deng, Dafei. (2007). An Exploration of the Relationship Between Learner Autonomy and English Proficiency. Asian EFL Journal. 11, 1-23.
Dewey, J. (1933). How we think (2nd ed.). Boston: D.C. Heath and Company.
Gunn, C. (2011). Promoting learner autonomy in the ESL classroom using Web 2.0. Perspectives (TESOL Arabia), 18(2), 20-23.
Guo, N., & Zhang, Y. (2004, November 29-December 2). An empirical investigation of learner autonomy in some EFL classes in China. Paper presented at AARE International Education Research Conference, Melbourne, Victoria, Australia.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. New Haven: Yale University Press.
Legenhausen, L. (2003). Second language acquisition in an autonomous learning environment. In D. Little, J. Ridley & E. Ushioda (Eds.), Learner Autonomy in the Foreign Language Classroom: Teacher, Learner, Curriculum and Assessment (pp.65-77). Dublin: Authentik.
Legenhausen, L. (2011). The Place of Grammar in an Autonomous Classroom: Issues and research results. In D. Gardner (Ed.), Fostering autonomy in language learning (pp. 5-16). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr
Lewin, K. (1946). Action Research and Minority Problems. Journal of Social Issues, 2(4), 34–46.
Lewin, K. (1951). Field theory in social science. New York: Harper & Row.
Little, D. (2004). Constructing a theory of learner autonomy: Some steps along the way. In Mäkinen, K., P. Kaikkonen & V. Kohonen (Eds.), Future perspectives in foreign language education. Oulu: Publications of the Faculty of Education in Oulu University, 101, 15-25.
Little, D., Dam, L., & Legenhausen, L. (2017). Language learner autonomy: Theory, practice and research. Multilingual Matters.
Liu, J. (2007). Learner autonomy and Chinese university students' English proficiency: A quantitative and qualitative study (Order No. 3255558). Available from ProQuest Dissertations & Theses Global. (304713283). Retrieved from https://search.proquest.com/docview/304713283?accountid=8401
Nunan, D. (1996). Towards autonomous learning: some theoretical, empirical and practical issues. IN: R. Pemberton, E.S.L. Li, and H.D. Pierson (Eds.), Taking control: autonomy in language learning (pp. pp.13-26). Hong Kong: Hong Kong University Press, Authentik.
Oxford, R. L. (2003). Toward a more systematic model of L2 learner autonomy. IN: D. Palfreyman & R. C. Smith (Eds.), Learner autonomy across cultures: language education perspectives (pp.75-91). Basingstoke: Palgrave Macmillan.
Pu, Minran. (2003). An Investigation of the Relationship between College Chinese EFL Students’ Autonomous Learning Capacity and Motivation in Using Computer-Assisted Language Learning (Master's thesis). Available from ProQuest Dissertation and theses database. (UMI No. 3366632)
Revans, R. W. (1983). Action learning: The forces of achievement, or getting it done. Management Decision, 21(3), 44.
Revans, R. W. (1998). The ABC of action learning. London: Lemos and Crane.
Rigg, C., & Richards, S. (Eds.). (2006). Action learning, leadership and organizational development in public services. New York, NY: Routledge.
Savignon, S. J. (2003). Teaching English as communication: A global perspective. World Englishes, 22(1), 55-66.
Schein, E. H. (2004). Organizational Culture and Leadership (3rd ed.). Jossey-Bass.
Senge, P. M. (1990). The Fifth Discipline: The Art and Practice of The Learning Organization. New York: Doubleday/Currency.
Smith, B., & Dodds, B. (1997). Developing managers in the project-oriented organization. Journal of European Industrial Training, 21(5), 165-170.
Stringer, E. T. (2008). Action research in education. Upper Saddle River, NJ: Pearson Prentice Hall.
Swieringa, J., & Wierdsma, A. (1992). Becoming a learning organization.UK: Longman.
Zhang, L.X., & Li, X.X. (2004). A comparative study on learner autonomy between Chinese students and west European students. Foreign Language World, 4, 15-23.
