METHODOLOGICAL AND DIDACTIC PECULIARITIES OF INTEGRATING SELF-ACCESS, FRONTAL AND TECHNOLOGY-ENHANCED LEARNING IN DEVELOPING AUTONOMOUS LEARNING AND PRAGMATIC COMPETENCE OF FUTURE ENGLISH TEACHERS
Article Sidebar
Main Article Content
Abstract
This research article explores the methodological and didactic framework for integrating self-access, offline, and innovative technology-enhanced learning to develop self-directed learning and pragmatic competence in the future English teachers. Using the insights forged through pragmatic learning strategy research and learner autonomy modeling (Taguchi, 2018; Dang, 2025; Rochma, 2023), a blended scenario-based approach is proposed, wherein pragmatic classroom learning is combined with an online self-directed approach using our own materials and instruments namely COERLL University of Texas Pragmatics Modules, Articulate 360, Twine, and Generatestory.io. This study encouraged learners to engage with the language outside the classroom in a more authentic way through an online component that incorporated tools such as YouTube, Telegram, Nearpod, Twee, and EdPuzzle into their reflective assessment activities. The article discusses the pedagogical model-the Hybrid Self-Access Pragmatic Autonomy Model (H-SPAM)-and reports findings from its pilot implementation in a pre-service teacher education course, showing blended self-access environments improve learner autonomy, reflection, and communicative competence.
Downloads
Article Details
Section
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
How to Cite
References
Attardo, S., & Pickering, L. (2021). Pragmatics and its Applications to TESOL and SLA. Wiley.
Benson, P. (2011). Teaching and Researching Autonomy in Language Learning. London: Routledge.
Dang, T. T. (2025). Developing a Model for Learner Autonomy Capacity Measurement in EFL Learning Reflections, 32(2), 1099–1101
Fukuda, S. T., Masuda, T., Pope, C. J., & Sakata, H. (2025). Language Learners’ Perceived Competence in the Guided-Autonomy Syllabus. Bunkyo University
Holec, H. (1981). Autonomy and Foreign Language Learning. Oxford: Pergamon.
Huang, N. (2022). Revisiting L2 Pragmatic Competence through Implicit vs. Explicit Instruction. PMC, 1–73.
Lenchuk, I., & Ahmed, A. (2013). In the Classroom: Teaching Pragmatic Competence. ERIC/CLL Bulletin, 1–27.
Menggo, S., Krismayani, N. W., & colleagues. (2025). Exploring YouTube-Based Learning in Boosting EFL Learners’ Speaking Competence and Learning Autonomy. Theory and Practice in Language Studies, 15(2), 100–112
Reeve, J., & Cheon, S. H. (2021). Autonomy-Supportive Teaching: Its Malleability and Benefits. Self-Determination Theory Journal, 1–22.
Rochma, A. F. (2023). Assessing Undergraduate Students’ Level of Independent Learning as a Manifestation of Learner Autonomy. LingTera, 10(1), 87–100
Taguchi, N. (2018). Pragmatic Competence in Foreign Language Education: Cultivating Learner Autonomy and Strategic Learning of Pragmatics. De Gruyter, 65–90
University of Texas at Austin COERLL. (n.d.). Pragmatics for Foreign Language Teaching Methods. https://coerll.utexas.edu/methods/modules/pragmatics/
Articulate 360, Twinery.org, Generatestory.io, EdPuzzle, Nearpod, Twee, Amazy, Telegram, YouTube, & ChatGPT platforms (2024–2025). Interactive and self-access learning ecosystems for pragmatic instruction.