Autonomy in language learning

Members: Cheung Lai Ling, EchoChoy Wai Yan, Vivien

Tsang Man Yin, Angel

What is Learner Autonomy?• Definition of learner autonomyDefinition of learner autonomy– “At the core of the notion of autonomy are the

learners’ ability and willingness to make choices independently” (Littlewood, 1996, p.427)

• AbilityAbility– knowledge and skills that helps an individual to be

able to make choices

• WillingnessWillingness– motivation and confidence that helps an individual to

take responsibility for the choices required

The Goal of Teaching

• General teachingGeneral teaching– To help learners become independent in how they

think, learn and behave

• Language teachingLanguage teaching– to help learners become independent from their

teachers in their learning and use of language

Components and Domains of Autonomy in Language Learning

Confidence,Motivation

Autonomy asCommunicators

Knowledge, Skills

Autonomy asLearners

Autonomy asPersons

Willingness Ability

To carry out choices in

Specific Tasks Life in General

Autonomy in Language Learning

• Teachers’ roleTeachers’ role– In order to help learners to develop autonomy in

their process of acquiring the language,– a teacher should consider three domains (for

different levels of autonomy)

1. Communication through language2. Learning process3. Students’ personal life

Different Levels of Autonomy in language learning

1. Communication

[Autonomy as communicators]

- the ability to use the language creatively

- the ability to use appropriate strategies for communicating meaning in specific situations

- to make choices in grammar and vocabulary

- to make choices in the meaning they intend to express

- to make far-reaching decisions about goals, meanings and strategies (in different context)

Different Levels of Autonomy in language learning

2. Learning

[Autonomy as learners]

- the ability to engage in independent work

- the ability to use appropriate learning strategies (inside and outside classroom)

- to choose and shape their learning contexts (how can they learn better?)

- to make decisions in domains which have traditionally belonged to the teacher (e.g. materials, learning tasks…)

- to determine the nature and progression of their own syllabus

Different Levels of Autonomy in language learning

3. Personal life

[Autonomy as persons]

- the ability to express personal meanings

- the ability to create personal learning contexts

- to use language independently outside classroom

Factors affecting the development of learners’ autonomy• All behavior is governed by beliefs and

experience.

• Autonomous language learning behavior may be supported by a particular set of beliefs or behaviors.

• The behavior may either contribute to or impede the development of their potential for autonomy.

Factors affecting the development of learners’ autonomyStudents’ belief in…Students’ belief in…

1.1. Role of the teacherRole of the teacher• Director VS FacilitatorDirector VS Facilitator

2.2. Role of feedbackRole of feedback• Informative VS EvaluativeInformative VS Evaluative

3.3. Learner independenceLearner independence• Classroom learning VS Self learningClassroom learning VS Self learning

4.4. Learner confidence in study abilityLearner confidence in study ability• Motivated VS Unmotivated Motivated VS Unmotivated

5.5. Experience of language learningExperience of language learning• Experience VS InexperienceExperience VS Inexperience

6.6. Approach to studyingApproach to studying• Learn the language VS Use the languageLearn the language VS Use the language

Reasons for teachers to foster learners’ autonomy

• People who take the initiative in learning (Proactive learners) learn more things and learn better than do people who sit at the feet of teachers, passively waiting to be taught (Reactive learners).

• They enter into learning more purposefully and with greater motivation.

Reasons for language teachers to foster learners’ autonomy

• In the past two decades, as our language teaching practice shifted to a more communicative approach, it has also become more learner-centered.

• For language teachers, language learners are becoming the source of information for class activities and the focus of curriculum design (Campbell and Kryszewska, 1992; Nunan, 1993; Tarone and Yule, 1989)

The relationship between autonomy and motivation

• “Learners’ active and independent involvement in their own learning (autonomy) increases motivation to learn and consequently increases learning effectiveness” (Dickinson, 1995, p.165)

• Autonomous learners can identify goals, formulate their own goals, and can change goals to suit their own learning needs and interests; they are able to use learning strategies, and to monitor their own learning

The relationship between autonomy and motivation

• Extrinsic motivation (Teacher-centered)Extrinsic motivation (Teacher-centered)– Use extrinsic incentives

• Grades, Praise, Rewards– Use controlling events

• Exercise, tests and exams

• Intrinsic motivation (Learner-centered)Intrinsic motivation (Learner-centered)– Use intrinsic incentives

• Explain the purpose of language learning– Provide uncontrolled events

• Authentic context

Ways for teachers to foster learners’ autonomy

In the area of independent work, teachers need to consider…

• Students’ motivation by…Students’ motivation by…– Clarifying the relationship of the tasks to their own needs and

objectives.

• Students’ confidence by…Students’ confidence by…– Beginning with structured and controlled tasks to creative tasks.

• Students’ knowledge and skills by…Students’ knowledge and skills by…– Providing a systematic approach to familiarizing students with

the tasks. i.e., from easy to difficult.

Ways for teachers to foster learners’ autonomy

In the area of communication strategies, we need to explore

• Ways of encouraging learners to be ready to take risks and Ways of encouraging learners to be ready to take risks and make errors in communicationmake errors in communication– Non-threatening atmosphere

• Ways of increasing students’ confidence in their ability to Ways of increasing students’ confidence in their ability to communicate successfullycommunicate successfully– Positive feedback

• Ways of making students aware of specific strategies for Ways of making students aware of specific strategies for compensating gaps in their linguistic knowledgecompensating gaps in their linguistic knowledge– Information exchange

Ways for teachers to foster learners’ autonomy

• Create a space for students to construct their Create a space for students to construct their personal learning contexts personal learning contexts – e.g. through experiential learning (Project work)

• Learner-centered approach– to use tasks which allow learners to personalize

their language use

Discussion

1.1. To what extent To what extent do your students have autonomydo your students have autonomy in in learning?learning?

2.2. What strategies did you use What strategies did you use to help your students to help your students develop autonomy in language learning?develop autonomy in language learning?

3.3. What are What are the factors that afford and constrain the factors that afford and constrain students’ autonomy in language learning in your students’ autonomy in language learning in your school?school?

4.4. Can you think of Can you think of other possible ways to stretch their other possible ways to stretch their autonomyautonomy in learning? in learning?

Conclusion

1.1. We want our students to have autonomy in a We want our students to have autonomy in a teacher-directed classroom settingteacher-directed classroom setting, in , in settings such as settings such as self-access learning centers self-access learning centers and and in the real worldin the real world. .

2. Teachers have a very important role in helping language learners understand learning strategies and expand their own self-direction in learning.

Conclusion

3. We need to be open for the new roles of teachers as helpers, facilitators, advisors, guides.

4.4. We need to construct a We need to construct a shared shared understanding of the language learning understanding of the language learning processprocess in order to foster students’ learning in order to foster students’ learning autonomy. (i.e., shared belief)autonomy. (i.e., shared belief)

Suggestions

1. Some students lacked self-disciplined and needed support from each other and the teacher. We cannot force, beg or threaten students into

learning. Provide structured formats, such as peer support

groups.

Suggestions

2. Teacher need to persuade students that…– they are capable of self-assessment – assessment is not something that needs to be

left to teachers. – To facilitate authentic self-assessment by

students, teachers suggest that students use local bilingual resources might such as television news, films with subtitles and written materials (Gardner, 1996)

References1.1. Cotterall, S. (1995). Readiness for autonomy: Investigating Cotterall, S. (1995). Readiness for autonomy: Investigating

learner beliefs. learner beliefs. SystemSystem, 23(2), 195-205., 23(2), 195-205.

2.2. Dickinson, L. (1995). Autonomy and motivation – A literature Dickinson, L. (1995). Autonomy and motivation – A literature Review. System, 23(2), 165-174. Review. System, 23(2), 165-174.

3.3. Littlewood, W. (1996). “Autonomy”: An Anatomy and a Littlewood, W. (1996). “Autonomy”: An Anatomy and a framework. framework. SystemSystem, 24(4), 427-435., 24(4), 427-435.

4.4. Yang, N. D. (1998). Exploring a new role for teachers: Yang, N. D. (1998). Exploring a new role for teachers: Promoting learner autonomy. Promoting learner autonomy. System, System, 26, 127-135. 26, 127-135.

5.5. Gardner, D., (Gardner, D., (11996). Self-assessment for self-access learners. 996). Self-assessment for self-access learners. TTESOL Journal 5ESOL Journal 5, 18, 18--23.23.