The document discusses approaches to fostering learner autonomy in language learning. It defines learner autonomy as students taking responsibility for their own learning rather than relying on teachers. Characteristics of autonomous learners include taking an active approach and willingness to revise hypotheses. The document outlines various versions and attributes of autonomy and recommends that teachers act as facilitators by encouraging student decision-making, awareness of learning styles, and development of learning strategies. It provides examples of how to support autonomy through self-access resources, technology, classroom activities, curriculum, and teacher professional development.

1. Approaches to Learner Autonomy in Language Learning Erin Lowry Senior English Language Fellow Centro Colombo Americano Armenia November 25, 2008

2. You cannot teach a man anything; you can only help him find it within himself. Galileo Galilei (1564-1642)

3. Learner Autonomy Defined Ability to take charge of one’s own learning Main idea behind learner autonomy is that students should take responsibility for their own learning, rather than be dependent on the teacher (Holec 1981) “ The autonomous learner is one that constructs knowledge from direct experience, rather than one who responds to someone’s instruction” (Benson 2001)

4. Characteristics of Autonomy Concept based in natural tendency for learners to take control over their learning. Autonomy may be displayed in different ways and to different degrees depending on each learner and learning situation. Learners who lack autonomy are capable of developing it given appropriate conditions and preparation. Autonomous learning is more effective than non-autonomous learning.

5. Versions of Autonomy TECHNICAL PSYCHOLOGICAL POLITICAL SOCIAL The act of learning a language outside the framework of an educational institution and without the intervention of a teacher The capacity which allows learners to take more responsibility for their own learning The conditions that allow learners to control the process and content of learning as well as the institutional context within which learning takes place The capacity to interact and collaborate with others Benson & Voller (1997)

6. Characteristics of Autonomous Language Learners Seven main attributes (see Omaggio, 1978, cited in Wenden, 1998: 41-42): have insights into their learning styles and strategies take an active approach to the learning task at hand are willing to take risks are good guessers attend to form as well as to content, that is, place importance on accuracy as well as appropriacy develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply have a tolerant and outgoing approach to the target language

7. What Needs to Happen First Teacher becomes less of an instructor and more of a facilitator Students discouraged from relying on the teacher as the main source of knowledge Students’ capacity to learn for themselves is encouraged Students encouraged to make decisions about what they learn Students’ awareness of their own learning styles is encouraged Students encouraged to develop their own learning strategies

8. Oxford’s Model of Learner Autonomy Technical perspective Focus on physical situation Psychological perspective Focus on characteristics of learning Sociocultural perspective Focus on mediated learning Political-critical perspective Focus on ideologies , access, power structure Oxford (2003, pp. 76, 80)

9. Some Background Autonomy is generally seen as a characteristic of adults Independent learning doesn’t mean solitude Autonomous learners are also part of communities of practice Autonomy is not necessarily a characteristic that is seen as important in learning in all cultures

10. Designing Courses that Promote Autonomy Take into consideration Learner goals The language learning process Tasks and design Learner strategies Reflection on learning

11. Our Goals as Teachers Train learners to function better while studying Ensure learners continue to acquire the second language after formal studies end (Field 2007) Not use set methodologies Our job is to create learning opportunities, not to impose a method. There’s no one way to learn a language (Benson 2001)

12. FOSTERING AUTONOMY

13. 5 Ways of Supporting Autonomy Resource-based Independent use of learning materials Technology-based Independent interaction with educational technologies Classroom-based Learner control over the planning and evaluation of classroom learning (power to make decisions) Benson (2001)

14. 5 Ways of Supporting Autonomy Con’t Curriculum-based Learner control over curriculum as a whole Teacher-based Emphasizes role of the teacher and teacher education in practice of fostering autonomy among learners Learner-based Development of autonomous learning skills Benson (2001)

15. Resource-Based Self-access areas Use of authentic texts Self-instruction and distance learning

16. Self-Access Areas Technology Comptuers CDs & DVDs Learner literature Dictionaries Grammar reference Workbooks Books

17. Characteristics of Good Self-Access Materials classified by learners’ language level Suggestions on what to do next (pathways) Training for learners on how to use the resources and computers Making the area appropriate for learners How to keep interest going Harmer (2007)

18. Levels of Autonomous Learning (Nunan, 1997) Level Learner action Content Process 1 Awareness Learners are made aware of pedagogical goals and content of the materials they are using Learners identify strategy implications of pedagogical tasks and identify their own preferred styles/strategies 2 Involvement Learners are involved in selecting their own goals from a range of alternatives Learners make choices among a range of options 3 Intervention Learners are involved in modifying and adapting the goals and content of the learning program Learners modify and adapt tasks 4 Creation Learners create their own goals and objectives Learners create their own learning tasks 5 Transcendence Learners go beyond the classroom and make links between the content of classroom learning and the world beyond the classroom Learners become teachers and researchers

19. Technology-Based Internet Software Computer-mediated communication

20. Classroom-based Learners are asked to set their own goals and plan activities within the classroom Self-assessment

21. Learner-based Learner development activities Language learning strategies & techniques (p.149) “ Good language learner”

22. Curriculum-based Process syllabus Inquiry-based learning Project-based learning Task-based learning

23. Teacher-based Teacher roles Teacher autonomy

24. Our Roles as Teachers Voller (1997) identifies three roles for teachers working on an autonomous pedagogy the teacher as a facilitator the teacher as a counsellor the teacher as a resource

25. ACTIVITIES FOR AUTONOMOUS LANGUAGE LEARNING

26. Strategy Training Learning strategies = the techniques you use to learn something 2 categories Metacognitive strategies Cognitive strategies

27. Metacognitive Strategies Thinking about your process of learning Planning Monitoring Problem-solving Evaluating

28. Cognitive Strategies Learners actually do something with the language in order to learn it, such as: Writing vocabulary lists Doing grammar exercises Listening to songs

29. Learning Journals Purpose Teacher-student channel Reactions Responses Open Formats Written, Online, Tapes, CDs How often Public or private

30. Learning Contracts What am I going to learn? ( Objectives ) How am I going to learn it? ( Resources and Strategies ) How am I going to know that I have learned it? ( My evidence ) How am I going to prove that I have learned it? ( Verification by teachers and peers ) Schwarzer, Kahn & Smart (2000)

31. Personal Plans To use in the weeks after a lesson finishes Aim: to improve my vocabulary Tasks: Read at least 3 magazine articles from Newsweek every week. For each article note down 3 words that I want to know the meaning of. Look up the words. Find the words again in next week’s articles and check to see that they mean the same thing in the new article. Do 1 unit from English Vocabuary in Use every week and check. Harmer (2007:408)

32. Learning Logs Individual student’s summary of what has been learned over a given period of time Beginner levels Teacher can help students summarize Young learners Circle appropriate drawings or adjectives

33. Learning Logs Consider asking one’s self questions such as: Did it go well? Why? What did you learn? Did it go badly? Why? What did you learn? How can you improve for next time Contains student’s record of their experiences, thoughts, feelings and reflections.

34. CALL / Technology Blogs Software Computer-mediated communication (CMC) Web 2.0 tools Wequests

35. Blogs

36. Websites

37. Webquests Presents student groups with a challenging task, scenario, or problem to solve using the Internet and its available resources Current events, controversial social and environmental topics work well

38. Reflection Incorporate reflective lessons into your teaching Have students consider: Their motivation Changes in attitudes and ideas Which skills they need for different kinds of assignments What is blocking their learning Any gaps in their knowledge or skills

39. Questions? Companion website for workshop http://colombotech.pbwiki.com/Approaches-to-Autonomous-Learning Email Erin [email_address]

40. Selected Resources Benson, P. (2001). Teaching and researching autonomy in language learning . Harlow: Pearson Education. Benson, P. & Voller, P. (Eds.). (1997). Autonomy and independence in language learning . London: Longman. Healey, D. (2007). Theory and research: autonomy and language learning. In J. Egbert & E. Hanson-Smith (Eds.). CALL environments: research, practice, and critical issues (2nd Ed.). Alexandria, VA: Teachers of English to Speakers of Other Languages, Inc. Holec, H. (1981). Autonomy in foreign language learning . Oxford: Pergamon. (First published 1979, Strasbourg: Council of Europe. Other resources cited on http://colombotech.pbwiki.com/Approaches-to-Autonomous-Learning