Fostering Learner Autonomy: Insights from Educational Thinking in ELT
What Insights Can We Gain from Educational Thinking on Autonomous Learning?
The concept of learner autonomy in English Language Teaching (ELT) draws heavily from educational thinking, particularly the principle of self-determination. Self-determination emphasizes the learner’s (L) capacity for reflection, decision-making, and independent thought. Barrow and Woods describe it as encompassing “the notion of thinking in the sense of reflecting, calculating, memorizing, predicting, judging and deciding”. Learners should not be passive recipients of knowledge but active participants who utilize their critical thinking skills (“judging” and “deciding”) to take ownership of their learning journey.
In a traditional teacher-centered classroom, where the learner’s role is primarily that of a recipient, a powerful “hidden curriculum” often prevails. This curriculum subtly shapes learners’ perceptions of learning, their role within it, the nature of the subject matter, their teachers, and their attitudes towards these elements. A teacher-directed environment can easily foster the perception that learners are expected to remain passive.
Reorientation Needed: From Teacher-Centered to Student-Centered Classroom
Knowles highlights the importance of learner agency, stating that “There is convincing evidence that 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).”
Holec introduces the term autonomization of learning, emphasizing two crucial preconditions: firstly, learners must possess the ability to make decisions about their learning; secondly, a supportive learning structure must exist within which learners can take responsibility for those decisions. Holec views the learning process as a management process, advocating for techniques such as setting learning objectives, determining learning content, selecting appropriate methods, monitoring progress, and conducting self-evaluation.
What are the Implications for Learner Training in the Classroom?
Learner training has three primary goals:
- To equip students with the skills to navigate and utilize self-access facilities effectively.
- To encourage learners to recognize and leverage language learning opportunities available in their communities beyond the classroom.
- To empower learners to actively participate in classroom learning by applying a range of strategies to their interactions with teachers and peers.
Strategic Investment
Adult and adolescent learners possess the capacity for self-direction and can effectively organize and manage their language learning, drawing upon the self-reliance they exhibit in other aspects of their lives. (Brown)
Psychological and Practical Preparation
(Holec) Psychological preparation entails a shift in learners’ perceptions of language learning, moving away from the expectation that language acquisition can only occur under the strict guidance of a teacher. Practical preparation involves equipping learners with a range of techniques to enhance their learning. Together, these constitute learner training, a set of procedures or activities designed to:
- Raise learners’ awareness of the multifaceted nature of foreign language learning.
- Encourage learners to adopt a more proactive, engaged, and responsible approach to their learning.
- Support learners in developing and strengthening their language learning strategies.
Aims: Learner training can lead to more effective classroom learning, self-access learning, and independent learning at home.
Learner Training Activities
Activities that Encourage Learners to Reflect on Learning
Holec describes psychological preparation as a gradual process of de-conditioning, freeing learners from assumptions that create teacher dependence. This process involves “shedding baggage” (practical preparation) and cultivating an awareness of how to utilize a variety of resources and learning methods beyond the traditional teacher-directed approach.
Activity 1: Inventory “What Do You Think About Your Writing?”
Target Group: Intermediate students enrolled in a writing course.
Purpose: To encourage reflection on their writing needs, challenges, and expectations for the course.
Advantages:
- Engages and involves students from the outset, prompting them to think critically about their writing.
- Raises awareness of their existing skills, preconceptions, and expectations of both the teacher and themselves.
- Subtly introduces the concept of taking greater responsibility for their learning.
- Emphasizes that the course is not just about writing in English but also about developing as learners.
- Allows the teacher to set expectations regarding the course methodology and justify it through preliminary discussion.
Activity 2: Personal Recordings About Students’ Strengths and Weaknesses
Example: A Chinese student reflects on their English pronunciation.
Advantages:
- Encourages self-reflection and self-assessment.
- Provides teachers with valuable insights into students’ perceived strengths and weaknesses, allowing for tailored instruction and guidance.
- Offers insights into students’ ability to realistically appraise their proficiency levels.
- Can be incorporated into ongoing “journaling” activities where students reflect on their progress.
Activity 3: Learning Styles in an Introductory Chapter of a Pupil’s Book
Procedure: Students engage in a series of activities designed to help them identify their preferred learning styles, analyze their advantages and disadvantages, discuss strategies for improvement with peers, and create a personal development plan.
Common Thread: All these activities emphasize student involvement in reflecting on their existing skills, learning needs, and expectations. This reflective process lays the foundation for a collaborative approach to learning, where students and teachers work together to shape the learning journey.