Independent Language Learning: Building on Experience, Seeking New Perspectives

6. Research methods to investigate emotions in independent language learning: A focus on think-aloud verbal protocols

82 Linda Murphy integral part of distance learning; listening to what learners say about the nature of the challenges they face and, since it is impossible to design distance courses which cater for every individual need, helping them to optimise challenges for themselves by providing more support and opportunities to develop skills for independent decision making (Murphy 2008) in autonomous learning; and ensuring assignment feedback practices foster self-evaluation and help learners to recognise their increasing competence. Finally, course designers need to be aware of the significance of distance learners’ social contexts and offer advice and support to enable them to manage their learning environment. Student PI No: Study Experience Log: Course XYZ : February Sources of support for your study which you may have used: Did you contact your tutor this month? Yes/No • about a language point? (please give details) —————————————————————————————— • about another matter? (please give details) —————————————————————————————— In what ways was your tutor able to help you? —————————————————————————————— Did you attend a tutorial? Yes/No In what ways did the tutorial help you? —————————————————————————————— Appendix (continued on page 83) I’m not giving up! 83 (continued on page 84) Appendix (continued) Did you have other contact with fellow students? • Through a self-help group? Yes/No • In other ways? [e.g.: e-mail, FirstClass conference, telephone, meeting (please give brief details)] —————————————————————————————— In what ways did this other contact help you? —————————————————————————————— Did you get help or support from anyone else (please ✓) • Friends • Family? • Work colleagues? • Local native speakers? • Other OU staff • Other? (Please give details) —————————————————————————————— In what ways did these people help you? —————————————————————————————— ‘Highs and lows’ of study this month? Did any aspect of the course/your study cause you difficulties? • Understanding audio extracts? Yes/No • Speaking in front of others? Yes/No • Pronouncing certain sounds? Yes/No • A grammar point? Yes/No • Completing an assignment? Yes/No • Fitting in your study? Yes/No • Other? (Please give details) —————————————————————————————— 84 Linda Murphy How did you get over your difficulty? —————————————————————————————— Did anything make it harder for you to keep going or make you feel like giving up? —————————————————————————————— What did you do about this? —————————————————————————————— Did anything really fire your interest/inspire you to keep going? —————————————————————————————— Anything else you’d like to say about your study this month? —————————————————————————————— Thank you for completing this month’s log Please return it to [author] in the envelope provided. Appendix (continued) References Cohen, A. D. 1987. Using verbal reports in research on language learning. In Introspection in second language research, eds. C. Faerch and G. Kaspar. 82–95. Clevedon: Multilingual Matters. Dörnyei, Z. 2001. Motivational strategies in the language classroom. Cambridge: Cambridge University Press. Dörnyei, Z. 2005. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates Inc. Figura, K. and H. Jarvis. 2007. Computer-based materials: A study of learner autonomy and strategies. System, 35: 448–68. Hurd, S. 2008. Affect and strategy use in independent language learning. In Language learning strategies in independent settings, eds. S. Hurd and T. Lewis. 218–36. Bristol: Multilingual Matters. I’m not giving up! 85 McDonough, S. 1995. Strategy and skill in learning a foreign language. London: Edward Arnold. Murphy, L. 2008. Supporting learner autonomy: Developing practice through the production of courses for distance learners of French, German and Spanish. Language Teaching Research, 12(1): 83–102. Naiman, N., M. Froehlich, H. H. Stern and A. Todesco. 1996. The good language learner (2nd edn). Clevedon: Multilingual Matters. Oxford, R. L. 1990. Language learning strategies: What every teacher should know. Boston, MA: Heinle and Heinle. Oxford, R. L. and K. R. Lee. 2008. The learners’ landscape and journey: A summary. In Lessons from good language learners, ed. C. Griffiths, 306–17. Cambridge: Cambridge University Press. Palfreyman, D. 2006. Social context and resources for language learning. System, 34(3): 352–70. QSR International Pty Ltd. 2008. NVivo8, Qualitative research software. Ryan, R. M. and E. L. Deci. 2000. Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1): 54–67. Ushioda E. 1996. The role of motivation. Learner autonomy 5. Dublin: Authentik. Ushioda, E. 2007. Motivation, autonomy and socio-cultural theory. In Teacher and learner perspectives. Learner autonomy 8, ed. P. Benson. 5–24. Dublin: Authentik. Vygotsky, L. S. 1986. Thought and language. Cambridge, MA: MIT Press. White, C. 2003. Language learning in distance education. Cambridge: Cambridge University Press. White, C. 2005. Contribution of distance education to the development of...