Tag: Learner and teacher autonomy,


Developing Global Leadership Skills with Model United Nations (MUN)

This paper summarizes the symposium contributions as they were presented at the Asian Conference on Language Learning held in Kobe: (1) Lori Zenuk-Nishide, MUN and Opportunities in Japan; For 15 years, the author has used MUN an EMI curriculum with Japanese students and continued this as Conference Organizer for NMUN Japan in 2016. MUN and


The Role of Duolingo on Foreign Language Learners’ Autonomous Learning

Duolingo, a free language learning software, is lessoned by units semantically and grammatically with different activities (translation, matching, speaking and listening), and available both on the computer and on the mobile phone. As language learning software like Duolingo becomes more and more popular in language learning, Benson (2013) suggested that the modern concept of learner


The Practice of Language Advising at the School of Modern Foreign Languages (Falem) at the Federal University of Para (UFPA)

This presentation aims at defining language advising, as well as informing how the practice is done, and who is involved in the process. Studies have shown the importance of language advisers in teaching and learning a foreign language (GARDNER; MILLER, 1999; MOZZON-McPHERSON, 2007; RILEY, 1997; VIEIRA, 2007). One of the goals of language advising is


Learning Environment and Academic Performance of Senior Secondary Schools Students’ in Abia State, Nigeria

Learning is described as a change in behaviour that is relatively permanent resulting from experience. It is also the process of absorbing unknown information in a meaningful way and putting it to use. There has been a general conception as to what causes people to behave the way they do, what influence them to learn,