A short description of a model for autonomous learning (AL)

1. Autonomous Language
Learning Model
The preceding section provided theoretical information on autonomous
language learning (AL). The current section focuses on practical
implementation by introducing a model for language learners to achieve AL.
By
Sabah S. Haji

2. Dimensions of the Model
Orientation
Understanding group building activities,
self/personal development
Individual Development
Inter/intra personal understanding, learning
skills, use of technology, organisational and
productivity skills
Enrichment
Courses, explorations, investigations,
cultural activities and community
Seminars
Small group presentations of problematic,
controversial, and generally interesting topics

3. Adaptation and Versatility
1 Adaptation for
Varied Learners
Teachers of FLs are
encouraged to adapt
and apply the model to
teaching/learning
settings with learners
possessing diverse
linguistic backgrounds
and competences.
2 Versatility of Model
The model, while
initially tailored for
proficient learners, is
considered versatile
and applicable across
a range of language
learners.
3 Implementation
Flexibility
Teachers can
implement the model
flexibly, catering to the
unique needs of
learners in different
linguistic contexts.

4. Goal and Purpose
1 Model Origin and Purpose
The model was originally designed to meet the diverse cognitive, emotional, and
social needs of proficient language learners.
2 Goal of AL
The ultimate goal of the model is to guide language learners toward achieving
autonomous language learning.

5. Aspects of Autonomy in FL Teaching
1 Scope of 'Learner Autonomy
'Learner autonomy' is often used as shorthand for 'language learner autonomy'
in the context of FL teaching.
2 Focus of FL Teachers and Researchers
FL teachers and researchers are primarily interested in 'language learner autonomy.'
3 Broader Context of Arguments
Arguments around language learner autonomy extend to a wider set of
arguments about learner autonomy in general.

6. Incorporating Personal Autonomy
Philosophical
Concept in FL
Teaching
The justification for
introducing the philosophical
concept of personal
autonomy into FL teaching is
explored.
Broader Educational
and Life Goals
The question arises whether
FL teaching can be justified
within broader educational
and life goals.
Connections with
Substantial
Literatures
Language teachers exploring
these questions can draw on
substantial literatures in the
fields of education and
philosophy, in addition to the
literature on autonomy in
language learning.

7. Interdisciplinary Exploration
Interdisciplinary Exploration
The exploration involves making connections between autonomy in language
learning, autonomy in education, and broader philosophical discussions on
personal autonomy.
Weak Connections in the Chain of Thought
The exploration suggests that while there is a chain of thought linking the value of
autonomy in life to the value of autonomy in language learning and vice versa,
the connections between these links may be perceived as weak.

8. Philosophical Foundations
Philosophy of
Personal Autonomy
The philosophy of personal
autonomy is an important
source for the theory and
practice of autonomy in
language learning.
Substantiating Arguments
The answer to this
emphasizes attempting to
substantiate two arguments:
personal autonomy entails
autonomy in learning, and
autonomy in learning also
entails autonomy in language
learning.
Connections with FL
Learning
In situations where FL learning
has a significant impact on the
learners’ lives, autonomy in
learning also entails autonomy
in language learning.