Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea. [Abstract] There is this general belief that the introduction of Information Communication Technologies (ICT) into classrooms will foster autonomy among English as a Second language (ESL) and English as a Foreign language (EFL) learners and this has led to its rapid proliferation in English language classrooms in most Asian countries. However, to what extent this claim is true needs to be carefully investigated and the factors leading to its successful adoption which culminates in autonomy among ESL/ EFL learners and factors that resulted in failure in adoption need to be identified and deliberated. There must be an awareness that that the implementation of technology is not a “panacea for all ills” and its presence will not magically lead to a boost in student learning or achievement. Despite the plethora of research undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs to be learned as most studies undertaken tend to explore the short-term effects of ICT on language learning and fail to consider the long term effects. Autonomy cannot be achieved in a short period of time. Hence there is a need to look into the long term effects which many research studies fail to do. According to Holec, (1981) autonomous learning has to do with a person’s ability to take full responsibility of his or her own learning. That includes the ability to decide what, when, how and for how long learning should take place. This involves defining goals and objectives, selecting appropriate materials, techniques and approaches, and finally evaluating outcomes. How can ICT help students acquire such skills and what are the teachers’ roles in the process? This paper will attempt to provide a balance view on the effects of ICT on language learning and the promotion of autonomy through a review of relevant literature and research studies. Finally, it will answer the question posed in the title and in the process offers suggestions on how autonomy can be successful promoted and fostered in an online environment through the use of technology. Possible methods that can possibly contribute to the successful promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated learning strategies; (3) scaffolding in the form of instruction on resources to use and guidelines on appropriate path to choose; (4) regular assessment tasks for students to measure their own progress on an ongoing basis. In addition, online platforms that offer opportunities for sharing of information and undertaking of group activities or projects are also good avenues to develop autonomy. Studies that implement such approaches well as others will be reviewed and discussed.

1. Thang, Siew Ming
The National University of Malaysia
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2. The general belief that the introduction of ICT
into classrooms will foster autonomy among
ESL/EFL learners has led to the rapid
proliferation of ICT in Asian classrooms.
To what extent is this claim
true???
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3. Holec, (1981) defines autonomous learning
as a person having the ability to take full
responsibility of his or her own learning.
This includes the ability to decide what,
when, how and for how long learning should
take place.
This also involves defining goals and
objectives, selecting appropriate materials,
techniques and approaches,
AND finally evaluating outcomes.
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4. HOW THIS IS DONE?
Generally undertaken through self-report
processes:
eg. asking students to describe to what
extent the use of ICT has helped them
develop autonomy through surveys and
interviews.
These indirect indicators can give evidence
about the progress of the sessions, but may
not be reliable.
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5. More direct methods that are thought to be
more valid are national or international
assessment tests or customized program-oriented
tests.
Such direct indicators face criticisms too for
being too focused on cognitive issues, and do
not offer a holistic view of the teaching and
learning process, skills acquired and learners’
motivation and attitudes.
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6. There is no perfect method.
The suitable ones have to reflect the
aims and goals of the study and have
to be linked to the objectives and
needs of the learning context.
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7. 1. To have flexible approach as the
orientation and aims of the study can
change.
2. To utilize a variety of approaches to
assure greater quantity and accuracy of
data and conclusions (Peterson, 1999;
Wieman, Gast, Hagen, & Van der Krogt,
2001).
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8. Beginning -- teachers show the learners how
to carry out the ICT projects.
During the course -- learners would get
less guidance so that in the end they would
be able to carry out similar projects on their
own.
(Cohen, Manion, & Morrison, 2000; Wilson &
Boldman, 2012; Tian, 2012; Karampelas et
al., 2013; Thang et al., 2014, 2014).
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9. However, findings generally reveal that
students are motivated to learn using
technology and are keener to use the
resources in a variety of ways.
However as far as promotion of autonomy
that seem to be less evident of this
(Karampelas et al., 2013; Thang et al.
201,2013 etc).
Mues (2004) attributed this to the usage
being too ‘generic’ and not oriented towards
specific disciplines such as language learning.
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10. It is proposed that in order for
students to be autonomous,
students first need to learn how
to regulate their own learning
and this is classified as “Self
Regulated Learning” ?
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11. SLR is the process through which individuals
control their own learning, from the
cognitive, meta-cognitive, behavioral,
emotional and motivational points of view.
SRL leads to improved learning, helps people
to cope with the challenges of life-long-learning
in the knowledge society AND
EVENTUALLY ACHIEVE AUTONOMY .
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12. Aware of academic strengths and
weaknesses
Have a repertoire of strategies to tackle
day-to-day challenges of academic tasks.
Hold incremental beliefs about intelligence
(as opposed to fixed views of intelligence)
Attribute successes or failures to factors
within one’s control
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13. FINALLY BELIEVE that taking on
challenging tasks,
practicing learning,
developing deep understanding of
subject matter
exerting effort will give rise to academic
success – SELF EFFICACY
(Pintrich & Schunk, 2002) (Dweck &
Leggett, 1988; Dweck, 2002, Perry et al.,
2006)
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15. 15

16. 16

17. 17

18. 18

19. 19

20. Sheerin’s (1997) model of
activities
1 DISPOSITION :
Analyse one’s own strengths / weaknesses, language
needs
2 Set achievable targets and overall objectives
3 Plan a programme of work to achieve the objectives set
4 Exercise choice, select materials and activities
5 Work without supervision
6 Evaluate one’s progress
1 ABILITY TO:
Analyse one’s own strengths / weaknesses, language
needs
2 Set achievable targets and overall objectives
3 Plan a programme of work to achieve the objectives set
4 Exercise choice, select materials and activities
5 Work without supervision
6 Evaluate one’s progress 20

21. Learner
action
Content Process
Awareness Learners are made aware
of the pedagogical goals
and content of the
materials they are using.
Learners identify strategies
implications of pedagogical
tasks and identify their own.
Involvement Learners are involved in
selecting their own goals
from a range of
alternatives on offer.
Learners make choices
among a range of
options.
Intervention Learners are involved in
modifying and adapting
the goals and content of
the learning program.
Learners modify / adapt
tasks.
Creation Learners create their
own goals and
objectives.
Learners create their own
tasks.
Transcendenc
e
Learners go beyond the
classroom and make links
between the content of
classroom learning and
Learners become teachers
and researchers.
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23. Yes if it is utilised in a manner that
it helps the learners to regulate
their learning and progressively
move towards the development of
self-autonomy.
Thus, it is important to use an
approach that allows the above to
happen.
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24. Thank you for your attention
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25. Thank you for your attention.
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