Successful Learner Autonomy and Learner Independence in Self-Directed Learning

’ Successful Learner Autonomy & Learner Independence in Self-Directed Learning ’: Tuesday 29th May 2007 ,[object Object],[object Object],[object Object],[object Object],University of London London School of Hygiene & Tropical Medicine

Organisation of the Lecture ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

1 . Provide your own definition of learner independence for an EFL learner. ,[object Object],Learner autonomy may at times result in cases where an adult learner relies on self-study as a predominant mode of acquiring education. LA can be considered in relation to learning a language or in general [e.g. attitude to study] (MK).

ELT specialists on learner independence ,[object Object],[object Object],[object Object],[object Object]

2. At what stage of one’s educational development does learner autonomy become especially important? 3. Give at least 5 characteristics of a good autonomous language learner. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

4. Does the Palestinian educational system advocate learner autonomy – is it part of Palestinian (academic) culture? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

5. Give practical examples of how you would exploit the CD recordings of ‘Active Learner’ for promotion of learner autonomy in English for Academic Purposes classes . ‘

Specimen worksheet for ‘Active Learner’ - Programme 6 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

6. Give examples of what paper, audio- and audio-visual resources can be of help for self-study and how they can be exploited. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],http://en.wikipedia.org/wiki/Horizon_(TV_series) http://news.bbc.co.uk/1/programmes/analysis/default.stm www.uefap.co.uk

7. Give examples of different modern Learning Technologies (LTs) and comment on whether they are a blessing or a curse for educators wishing to promote learner independence. Provide some specific instances of the advantages of LTs for self-directed learning. “ Learning technology is the broad range of communication, information and related technologies that can be used to support learning, teaching, and assessment. Learning technologists are people who are actively involved in managing, researching, supporting or enabling learning with the use of learning technology. A very wide range of people in industry and in private and public sector education have learning technology as a core part of their role: you do not have to be called or to call yourself a learning technologist to be one!” http://www.alt.ac.uk/learning_technology.html Examples: Technologies such as Macromedia Flash and streaming video and audio permit material to be viewed again and again, anywhere, any time. The three main (incompatible) formats for streaming media are Real , QuickTime and Windows Media . Practical example: YouTube & http://www.youtube.com/watch?v=OcbpsYj1LXw

Other examples of modern learning technologies ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

8. What is your understanding of ICT & the ICT revolution in the ELT classroom? How has it impacted on self-directed learning? 9. In what way is self-learning or self-study in the 21st century different from what it was like in the last couple of decades of the past century? ,[object Object],[object Object]

10. What teaching strategies does a teacher need to use in order to help students become more autonomous in their learning English? ,[object Object]

11. Allegedly a good independent learner is able to use a wide range of cognitive and meta-cognitive strategies. Give some examples of both, and say which group is more important. Directed attention, when deciding in advance to concentrate on general aspects of a task; Selective attention, paying attention to specific aspects of a task; Self-monitoring, i.e., checking one's performance as one speaks; Self-evaluation, i.e., appraising one's performance in relation to one's own standards; self-reinforcement, rewarding oneself for success Repetition (when imitating others' speech) Resourcing, i.e. having recourse to dictionaries and other materials; Translation (using their mother tongue as a basis for understanding and/or producing the target language; Note-taking; Deduction (conscious applic. of L2 rules); Contextualisation (embedding a word or phrase in a meaningful sequence); Transfer (using knowledge acquired in the L1 to remember and understand facts and sequences in the L2); Inferencing, when matching an unfamiliar word against available information (a new word etc); Question for clarification, when asking the teacher to explain Metacognitive [Wended, 1998] Cognitive [ O’Malley & Chamot, 1990]

12. In what teaching contexts learner autonomy is of peripheral importance in learning English, and in what contexts is it of central / utmost importance? ,[object Object],13. What is the difference between CALL and Multimedia? Which type is better suited for development of autonomous learning? The former did not allow for diversions or skipping any elements. The latter offers more choices, and allows users to ‘chop and change’ as required. The latter appears more flexible. 14. How would you help a learner (a trainee teacher or a student) if it is technophobia that hinders their progress in self-directed learning. ‘ counselling’ & tutoring or mentoring; graded exposure through gradual osmosis; demo-ing; positively promoting ‘alternative practices’, management of change; challenging ‘ritualistic teaching’ or ‘fossilised learning habits’.

15. How do cultural attitudes in relation to what goes on between teachers and students affect the process of self-directed learning? ,[object Object],[object Object],[object Object],[object Object],[object Object]

16. Give practical examples of how you would exploit the DVD recordings of ‘An A-Z of English’ (originally produced by the British OU) for promotion of: learner autonomy among advanced students of English among trainee teachers of English. ,[object Object],I originally recorded the programme on TV back in the mid-1990s. Originally I used it in the classroom for teaching advanced learners, then I realised that the programme also had a teacher training potential. Finally, over the years, I have realised that the programme is also ideal for students or teachers working on their own. Please refer to Appendix 1 (pdf) to see how I have modified all the tasks depending on whether I use the recording for classroom teaching or for promotion of self-study. (Mark Krzanowski)

17. Is the CD recording ‘Great speeches of the 20th century’ of any use for fostering learning independence? Please give some examples. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],"We will not be satisfied until justice rolls down like waters and righteousness like a mighty stream." Martin Luther King delivers his 'I have a dream' speech. Photograph: AP

18. What is the function of a modern / contemporary self-access centre in college or at university? ,[object Object],20. How can an institution create a conducive learning and teaching environment for autonomous learning? Initially it was meant to supplement learning, whereas these days it is fully integrated into the learning & teaching paradigms. It has also become an integral part of blended learning & distance education frameworks. Teachers need to train learners in how to acquire and develop the ability to self-reflect on one’s learning and one’s study so that the process of regular reflection benefits one’s further endeavours. Positive experiences need to ‘amplified’, shared on a wider forum and reinforced – as if in a behaviouristic fashion. This can vary from one educational institution to another, and is particularly wide ranging in the university sector, given its traditional self-autonomy. It requires a concerted effort of like-minded educators who are on the forefront of L & T developments and who are unconditionally committed to the cause.

21. Give an example of a good classroom activity which can help student reflect on learning. ,[object Object],[object Object],[object Object],[object Object],[object Object],22. How easy is it to promote and/or foster learner independence / learner autonomy / self-directed learning in the Palestinian ELT classroom? - Contributions from 4 Campuses of Al-Quds 23. What are the practical implications for ELT materials writers who wish to cater for an autonomous learner? ,[object Object],[object Object],[object Object],[object Object],[object Object]

24. To what extent is syllabus negotiation or a process syllabus a reflection of learner autonomy? ,[object Object],[object Object],25. How important for effective autonomous learning is self-esteem? By involving learners in the process we make a course or a programme more relevant to their needs. They are likely to be more autonomous if their suggestions are considered or included. The traditional power - historically vested in the teacher - is to a certain extent horizontally shared in a syllabus negotiation.

26. How pedagogically valid are self-placement, self-assessment and self-evaluation in an ELT (or: HE) educational process? ,[object Object],[object Object],[object Object],[object Object]

27. Which type of motivation has the biggest impact on self-directed learning? ,[object Object],“ The humanistic teacher also needs to be aware of what motivates their students. Some will probably want to learn English because they have to (e.g. for their job), while others want to simply for the sake of it. The former is called 'extrinsic motivation' , while the latter is called ' intrinsic motivation' . Those students who are more extrinsically motivated will be more goal-oriented and might want, for example, a lot of tests and exams. Students who are intrinsically motivated will derive a lot of satisfaction from solving language problems - the solution will be a reward in itself.” http://www.teachingenglish.org.uk/think/methodology/hlt.shtml

28. What do we mean by learner counselling? ,[object Object], Language advising “There is a well developed educational argument (examined elsewhere in the Good Practice Guide) which considers independent learning a desirable goal of Higher Education. The shift in language learning from a teacher-led to a more learner-centred approach and the increased use of a variety of media and technologies has required a repositioning of the teacher and a reappraisal of the teachers skills. Within this context a new professional role, distinct from the teacher, has emerged. Terms such as facilitator, mentor, counsellor, adviser, helper, learner support officer and consultant have been used to characterise such role and identify differences in skills and functions with the teaching profession. [This article focuses on the skills and practices of language advising .]” (my underlining – MK) http://www.llas.ac.uk/resources/resourcesearch.aspx?All=1

29. How should ELT teacher education and teacher training embrace the concept of learner autonomy in blended learning and distance education? ,[object Object],[object Object]

[object Object],[object Object],[object Object],[object Object],30. What do you understand by ‘learner empathy’? ELT practitioners need to ‘put themselves in learners’ shoes’: only by so doing will they see what it feels like being an autonomous learner, and what is needed for better self-functioning in this direction.

Conclusions ,[object Object],[object Object],[object Object],[object Object]

Selected Bibliography  Chapter on ‘Learning with Self-Access’  Why should learners contribute to the self-access centre? Diane Malcolm ELT Journal 2004 58(4):346-354; doi:10.1093/elt/58.4.346 http://eltj.oxfordjournals.org/cgi/content/abstract/58/4/346 http://iteslj.org/Articles/Thanasoulas-Motivation.html http://iteslj.org/Articles/Shrader-Empowerment.html http://iteslj.org/Articles/Shrader-Empowerment.html  MK (BBC World Service, 2002-2003)

Successful Learner Autonomy and Learner Independence in Self-Directed Learning

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