ATESL Feature Article
Developing Learner Autonomy in the ESL Classroom
Rozita Amini
Perhaps the most appropriate and accessible definition of autonomy that can be used in the ESL classroom is one which emphasizes the participation of the learner in meeting his/her needs, while acknowledging the differences that exist amongst learners due to their own beliefs about language teaching and learning. Cotterall (1995) has provided this in her definition of autonomy as the extent to which learners demonstrate the ability to use a set of tactics for taking control of their learning (p. 195) - setting goals, choosing materials and tasks, planning practice opportunities, and monitoring and evaluating their progress.
Fostering autonomy in the language classroom is both desirable and important. As learners become more autonomous, they increase their awareness of the language learning process, acquire strategies (including ways to better manage their time and resources), and become more efficient and successful language learners. In fact, proponents of independent learning believe that facilitating autonomy in any educational context will allow learners to transfer these skills to other relevant areas of their lives.
The first step in promoting any form of autonomous learning in an ESL classroom, however, is understanding the language learning beliefs and practices of the learners, as these will differ with the social, political, cultural, and educational values of each individual learner (Sinclair, 1997). Given the multicultural nature of most Canadian ESL classrooms, it is important to investigate these beliefs in order to better understand learner expectations of both teaching and learning in the language classroom. For example, what are the learners' expectations of the teacher? What responsibilities do they believe learners have? Is it important for them to see the progress they’re making? Do they ask the teacher for help in class when they need it? Do they try to find ways to use their English outside of class? If so, how? The learning activities that students choose (e.g., talking to co-workers/students, watching TV or listening to talk radio, reading newspapers) and the manner and frequency with which they engage in these activities have an impact on learner autonomy.
My study (Amini, 2008) focused on learners’ beliefs about language learning and the language learning activities that they regularly used outside of the classroom. The results showed that learners exhibited many of the behaviours thought to be important in autonomous language learning (e.g., setting clear goals for improving their English, asking the teacher for help when they needed it, noticing their own mistakes and using that information to help them). However, their responses also showed that they lacked knowledge of (a) the range of strategies available to them, (b) the effects these strategies have on language learning, and (c) effective ways of monitoring their progress (e.g., testing themselves, keeping a log or journal). Furthermore, learners lacked confidence in selecting and implementing the appropriate strategies for particular tasks. This suggests that ESL instructors need to devote class time to (a) raising awareness of these strategies, (b) discussing the benefits of feedback, monitoring, and evaluation, and (c) giving learners time to practise these skills. The analysis of the literature and the results of my study have several implications for those teachers interested in fostering learner autonomy in the ESL classroom. Below are a few suggestions (for a more detailed list see Amini, 2008).
- Become familiar with the second language acquisition literature in order to gain a broad understanding of the issues that it encompasses, including the influences of cultural diversity and the learning context.
- Devise simple surveys (see, for example, Amini, 2008) at the beginning of the course to gain a better understanding of learners’ beliefs about learning and the learning strategies they use. This raises awareness of differences in students’ beliefs about language learning and helps to focus future strategy instruction. Follow the link to find Oxford’s (1990) Learning Strategy Inventory for Language Learners. This will provide a starting point for discussions of learner strategies (memory, cognitive, compensatory, metacognitive, affective, and social).
http://ell.phil.tu-chemnitz.de/cing/frontend/questionnaires/oxford_quest.php - Raise learners’ awareness of language learning by presenting a basic model of the process (Cotterall's [2000] language learning model, for example, shows the relationships between needs, goals, motivation, language awareness, language knowledge, input, practice, output, feedback, and reflection). Providing such a visual facilitates discussions of how the components of the language learning process affect one another and how various activities contribute to the overall process. It also gives students and teachers a common language for discussions about language learning.
- At the outset of the course, take the time to discuss individual learners' short and longterm goals; set learning goals; choose the resources and the strategies needed to reach these goals; and show learners how to measure their own progress. Teach learning strategies to expand learners’ strategy repertoire. Harmer (2007, p. 409) lists various resources for learner practice. Lee (1998) provides guidelines for devising self-directed learner contracts (giving individuals responsibility for setting their learning objectives, selecting resources, and deciding how much time to devote to particular activities). Encouraging autonomy in the language classroom allows instructors to not only teach students what they need to learn, but also how to learn it. The skills and habits that learners acquire will enhance their language development and enable them to take charge of their general learning needs.
References
Amini, R. (2008). Developing learner autonomy in the ESL classroom. Unpublished master’s research project. Department of Educational Psychology, University of Alberta, Edmonton, Canada.
Cotterall, S. (1995). Readiness for autonomy: Investigating learner beliefs. System, 23, 195-205.
Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54, 109-117.
Harmer, J. (2007). The practice of English language teaching (4th ed.). New York: Pearson Longman.
Lee, I. (1998). Supporting greater autonomy in language learning. ELT Journal, 52, 282- 290.
Oxford, R. L. (1990). What every teacher should know. New York: Newbury House.
Sinclair, B. (1997). Learner autonomy: The cross cultural question. IATEFL Journal, 139.
Retrieved February 4th, 2008 from http://www.iatefl.org/content/newsletter/139.php