Week 7: Reflection

 

The 'what' 'why' and 'how' of learner autonomy: A useful reading

 

We are gradually advancing towards the end of this 10 week long journey of collaborative learning on web skills. We are learning as well as trying out new ideas and new tools and resources in our own teaching contexts. This course is a nice example of exercising the concept of 'learning by doing' where the learners are presented with new ideas and techniques each week, then, are encouraged to try them in real situations and finally, are asked to reflect on what they have done or learned.

Week 7 of this course focused on two very important aspect of teaching and learning-promoting learner autonomy and one computer classroom. Though these are two different topics, the ideas were discussed together to establish a link between the two. In fact, one computer classroom can be seen as one of the  various strategies to encourage learner autonomy in the classroom. Therefore, when we looked at the wide variety of self learning materials offered by one computer classroom, we could readily connect them to the core principles of learner autonomy such as- self directed, self motivated, collaborative and independent learning. But I must write in details on a piece of reading offered this week that helped me so much to form a base of understanding of the so called buzz term, 'learner autonomy'.

I enjoyed reading the article, "What Is Learner Autonomy and How Can It Be Fostered?" by Dimitrios Thanasoulas in which the author has pointed out the key features of learner autonomy and suggested ways of implementing it in the classroom. The author has clearly stated the five possible ways in which learner autonomy may take place in a teaching-learning context. According to him, the term 'autonomy' can come to be used in the follwing five ways:

• for situations in which learners study entirely on their own;
• for a set of skills which can be learned and applied in self-directed learning;
• for an inborn capacity which is suppressed by institutional education;
• for the exercise of learners' responsibility for their own learning;
• for the right of learners to determine the direction of their own learning                                                 

Thanasoulas  has also given us a very useful list of the seven characteristics of autonomous learner. This list of characteristics helped me to form the basic understanding of the nature, style and needs of autonomous learners and acted as a guide while suggesting activities for promoting learner autonomy. Now I am aware of the fact that autonomous learners- have insights into their learning styles and strategies, take an active approach to the learning task at hand, are willing to take risks, i.e., to communicate in the target language at all cost, are good guessers,attend to form as well as to content, develop the target language into a separate reference system and have a tolerant and outgoing approach to the target language. I must say that before reading this article, I had a very vague concept about the much heard term 'learner autonomy'. Now, I am clear about what learner autonomy means and what it involves.

The author, in this article, also attempts to explore the theoretical base for learner autonomy as he relates it to critical theory and constructivism, which argues that, "knowledge is constructed rather than discovered or learned" and also asserts that, "knowledge does not reflect reality, but rather comprises 'competing ideological versions of that reality expressing the interests of different social groups".

Thanasoulas  also suggests some essential conditions and strategies for learner autonomy to work. He identifies some cognitive strategies such as repetition, resourcing, translations, note-taking, deduction, contextualisation, inferencing, etc. that learners may use while practicing learner autonomy. Moreover, we have a list of some meta-cognitive strategies such as self-reinforcement, self monitoring, self-evaluation etc. to promote greater learner autonomy. The author has presented some very practical ideas on how these strategies can be put into practice in and outside the classroom with particular references to learners' attitude and motivation.

This article of Dimitrios Thanasoulas has been a unique source of knowledge for me. It helps me to develop my understanding of the "what, why and how" of learner autonomy and provide me with new insights on promoting learner autonomy in my classroom. I do believe with the author that learning takes place best when the learners can see themselves as responsible managers of their own learning. Hence, we must make the room for our learners to decide on the contents, style and methods of their learning and this will not only enhance their learning processes but also increase their level of motivation.

Now, as I look at my own students, I feel I can at least start doing something to encourage them to be autonomous learners.