Learner autonomy by van. Pha Cambodian student

1. Subject: Teaching Methodology
Lecturer: Mr. Thor Theara
Topic: Leaner Autonomy: Learning to Learn( Chapter23)
By Ven.Phath Pha
Y4S1/B18
Academic :2022-2023
13/02/2023
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2. Content
I. Introduction
II. Promoting autonomy
III. Learner training, learner autonomy
A. The self-access Centre[SAC]
B. After[and outside] the course
IV. Conclusion
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3. I. Introduction
• Learner autonomy is when students take control and
responsibility for their own learning in terms of what
they learn and how they learn it.
• classroom discussion and one-to-one conversations with
the teacher can help students understand the essential
part they play in their own success in the subject.
• Autonomy involves students having a range of learning
strategies that they can apply flexibly in different
contexts.
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4. II. Promoting autonomy
• Most teachers are keen to talk to students about the
importance of becoming autonomous learners.
• In the first place, the course should be the learner's goal in
the language, tasks and strategies.
• Next, the course tasks should be explained and linked to a
simplified model of the language learning process.
• The problem, for some students, with getting to think about
learning is that students do not necessarily see the world in
the same way as their teachers do. 13/02/2023
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5. III. Learner training, learner autonomy
• Students will be keen to take
responsibility for their own learning
from the very beginning of the course.
• Learning training, in the other words, is
the first step on the road to self-directed
learning.
• Leaner training gives those who are
prepared to take it the possibility of real
autonomy. 13/02/2023
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6. III. Learner training, learner autonomy(continues)
Example of Noted-taking
• One of the skills that our students
need, especially ( but not only at
the tertiary level is note-taking.
• Many students of English are
studying the language precisely
because they wish to attend
academics in English.
 Thinking about learning (Noted-taking)
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7. III. Learner training, learner autonomy(continues)
Taking over
• The ideal situation is for the
students to take over their
own learning in the words,
to do it without having to be
shown how by the teacher.
• In the first place, what we
have called “immediate
creativity.”
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III. Learner training, learner autonomy(continues)
Learning journals
• One way in which teachers try to encourage
students to become autonomous is by encouraging
them to write journals.
• In the first place, writing journals provide good
writing practice and help to improve the student’s
general writing skills.
• In the second place, journals allow students to
express feelings more freely than they might do in
public, in class.

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• We are now ready to get the process under way.
 Starting out and keeping going :the first introduction to the idea of journal writing.
 Public or private: when we encourage students to write journals, they have to know who, if
anyone, will be reading them.
 Responding to journals: there are many different ways of responding to students journals,
and the one we choose may well determine the success or failure of the whole journal-
writing enterprise.
• Forcing agency?
Before we leave the subject of getting students to assume agency (to take responsibility for
their learning), we need to discuss limits to our attempts to make this happen.
III. Learner training, learner autonomy(continues)

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A. The self-access Centre [SAC]
• A useful adjunct to classroom learning - or indeed
alternative to it - is the self-access or (open) learning
centre.
• Characteristics of a good self-access centre
One way of setting up a SAC is just to put piles of material
in a room or have computers that students can hook
themselves up to.
• Classification systems: nothing will demotivate a student
more than trying to work on something that is too easy or
way outside their reach.

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• Pathways: once students have completed an exercise, they can be given
suggestions about where to go next. The material they have been using can
list other items on the same topic; on the computer screen, students can
return to the main menu when they have completed an exercise, and that
menu can offer a range of further possibilities.
• Training students: most students, left to their own devices in a SAC or on a
computer website, will not know how to use the facility to its best
advantage, however good the menu or classification system is.
A. The self-access centre [SAC] ( continues)

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• Making self-access centres appropriate for students: one view of a
SAC has a group of individual students sitting apart from each other
in silence (often at a computer screen),
• Keeping interested going: SACs really come into their own when
students take the decision to go and study there by themselves - and
continue to do so over a period of time. For this reason,
administrators and teachers have to devise methods to keep users
involved and interested.

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• Evaluating self-access resources
In order to make sure that SACs or
computer sites are fulfilling their functions
of allowing Students to work and study on
their own, we need some process of
evaluation, some way of measuring whether
or not the centres or sites are effective.

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B. After[and outside] the course
• The first thing we need to do is to include 'continuing learning' as a
topic in the syllabus.
• lie can involve students in awareness-raising activities; together we can
list all available sources of English before discussing which are most
appropriate for their individual needs and how and where to get hold of
them.

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IV. Conclusion • Autonomous learning method is an
effective method implemented in the
teaching and learning process .
• The involvement of students is very
important. Students can express and
share their idea even in decision-
making in the classroom. Therefore,
the autonomous learning method has
been implied in the teaching and
learning process.

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