Hsin-Hsin Cindy Lee, Ph.D.Department of International

BusinessNational Taipei College of

Business

Facilitating Learning Autonomy through the Real-world Project: An Example of

Teaching and Learning Business English

Contents Abstract Introduction• Sociocultural perspectives on learner autonomy• Sociocultural Theory in Applied Linguistics• The Relation between Sociocultural Activity &

Language Learning• Facilitating Learner Autonomy: The Task Design

Teaching Method & Learning Process Participants & MaterialsResearch StepsTask Procedure

Results & DiscussionLearning Outcomes Learning Attitudes Learner autonomy

Recommendations & Conclusion

Abstract This presentation begins with a teacher’s idea

of motivating her students to learn Business English in a constructive and meaningful way.

Based on the sociocultural theory of learner autonomy focusing on mediated learning, the teacher designs a real-world project which allows students to interact with their counterparts and in-service professionals.

In order to successfully accomplish the project, the Business English learners find the meaning of their study; schedule their study/work and thus ‘self-regulate’ their learning process.

This presentation reports the details of students’ attentions and behaviors shown in such a process.

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