<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mayumi Kanazawa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">FOSTERING AUTONOMOUS LANGUAGE LEARNERS AT A JAPANESE UNIVERSITY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">autonomous learners</style></keyword><keyword><style  face="normal" font="default" size="100%">language learning</style></keyword><keyword><style  face="normal" font="default" size="100%">learner autonomy</style></keyword><keyword><style  face="normal" font="default" size="100%">learner independence</style></keyword><keyword><style  face="normal" font="default" size="100%">self-study</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1612880853.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Autonomous learning is one of the most important factors in the field of language learning. Leaning a language demands a considerable amount of time and learners have to work inside and outside the classroom to develop their language skills. The present study explored ways of promoting autonomous learning skills in mixed-level of students of English at a Japanese university. The course syllabus, which employed various methods was developed in order to increase students’ autonomous learning skills and incorporate a self-study period during the semester. The students set their own goals, then planned, developed and followed strategies to achieve them. Learners also kept a weekly learning-log, culminating in a presentation and a written report about what they had done to achieve their goals, including self-evaluation. The results showed that the students recognized some improvements in their English learning skills, motivation and learning habits, including an increase in learning hours. In addition, the students gained confidence in their English learning. Further practical improvements are suggested for supporting students to become autonomous language learners.</style></abstract><issue><style face="normal" font="default" size="100%">6A</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1096-1106</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Valbona  Softa</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">LEARNING ENVIRONMENT EFFECT AND USE OF TECHNOLOGY IN THE STUDY OF ENGLISH LANGUAGE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">enhanced learning classrooms</style></keyword><keyword><style  face="normal" font="default" size="100%">feeling of relief positive attitudes</style></keyword><keyword><style  face="normal" font="default" size="100%">language learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2011</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2011</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://journals.indexcopernicus.com/abstract.php?icid=968810</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">35</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The aim of this study is to investigate scientifically the impact that the learning environment has in learning foreign languages, with the main focus English language. This study was based on both qualitative and quantitative techniques of research, by using as instruments of research the case study in a non public language institution and the application of a questionnaire for a number of 230 students. The results revealed that the learning environment in the form of language labs rather traditional classrooms affected the student cooperative skills, interpersonal attitudes of the respondents and also the level of motivation in learning English.
 The results revealed that for each of two scales measured in the motivation test, the average score is approximately 56 out 70, which stands for the fifth alternative in answer choices, a moderate agreement to the statements of importance for use of technology and motivation from learning environment (LE). The students reflected a more positive attitude and a feeling of relief while performing in a technologically advanced environment, like not getting emotional or anxious when expressing in English or making a question in English to the teacher. They would often look around the classroom to find hints for what they had to perform in class or check computers, play the CDs as practical means of operating in the English class.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">127-137</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Blanka Klímová</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BLENDED LEARNING AND TEACHING FOREIGN LANGUAGES</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">blended learning</style></keyword><keyword><style  face="normal" font="default" size="100%">e-learning</style></keyword><keyword><style  face="normal" font="default" size="100%">language learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">April/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392223836.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">5</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Teachers are all the time looking for different ways of increasing the quality of their teaching. At present the use of computers and new technologies has become an important aspect of foreign language learning. They have enabled the language teaching community to redefine some of the strategies and concepts of teaching and learning. In this climate computer-based distance learning courses have emerged. One of the supports of the distance learning is e-learning, which is widely used at the University of Hradec Králové. Sometimes e-learning is also exploited in the so-called blended learning. The talk will concentrate on the perception of the term blended learning, its possible model and contribution. In conclusion one of the representative blended courses will be introduced. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">69-74</style></section></record></records></xml>