On Promotion of Learner Autonomy in ELL among Plus Two Learners through Blended or Phygital Teaching Learning Model
Keywords:
Learner Autonomy, Blended learning, Hybrid learning, E- learning, Phygital learning, Schoolome, Augmented reality, virtual realityAbstract
This is the age of digitalism and information explosion. Moreover modern generation is born and
brought in the internet technology. Here teachers and researchers have to examine how far is the digital
divide between the fast growing internet technology and teaching methodology. Within a period of a
couple of decades technology has changed itself and the world beyond imagination. But very little has
changed with the process and methods of teaching, particularly English language teaching (ELT).
English language proficiency of the plus two Learners is by and large far below the level of expected
standard despite the fact that they learn English as a second language for almost twelve to thirteen
years. It is anticipated that the plus two learners must have acquired a basic standard of using the four
skills of listening, speaking, reading and writing (LSRW) and that English language use should be
automatic habit with them. Also they should be inclined to love and learn English for life long. Here
lies the importance of learner autonomy with regard to the English language learning (ELL). This study
-“On Promotion of Learner Autonomy in ELL among Plus Two Learners through Blended or Phygital
Teaching Learning Model “-focuses on explaining what is Learner Autonomy and Phygital Learning.
First, it explains what learner autonomy exactly means by quoting definitions from Holec, Littlewood,
Dam, Benson, Dickinson...and pointing out their true implications [2–6]. The study also mentions the
salient features of learner autonomy. Then it makes a general study on Phygital learning model, stating
its evolution and development briefly. More importantly it studies five literature reviews which argue
that Phygital or blended learning model promotes learner autonomy and learning outcome levels. The
study focuses on development of learner autonomy through Phygital learning mode in English language
learning (ELL). It concludes by stating that Phygital learning is highly helpful to fostering learner
autonomy level of the students. Last it points out certain issues to be addressed for successful
implementation of Phygital education model.
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