Learner Autonomy

1. Autonomy in Education

1.1. Think

2. Read the following quote from the book Emile, or Education (Rousseau,1914). Can you relate your three words to any of the ideas presented? Which three other ideas coming out of this quote do you think might be connected to the Learner autonomy?

 „Teach your scholar to observe the phenomena of nature; you will soon rouse his curiosity, but if you would have it grow, do not be in too great a hurry to satisfy this curiosity. Put the problems before him and let him solve them himself. Let him know nothing because you have told him, but because he has learnt it for himself. If ever you substitute authority for reason he will cease to reason, he will be a mere plaything of other people’s thoughts …“

Rousseau, Jean-Jacques. 1762 (1914). Emile, or Education. London: J.M. Dent & Sons Ltd. 

Available at: https://oll.libertyfund.org/title/rousseau-emile-or-education

1.2. The Concept of Learner Autonomy

The concept of autonomy in foreign language teaching emerged in the late 1960s, primarily targeting adult learners to facilitate lifelong learning. Subsequently, in the 1970s, the term became linked to personalized learning processes and a learner-centred approach, largely influenced by Council of Europe initiatives.

In literature, learner autonomy is frequently characterized as a form of learning where the learner takes responsibility or control over their own learning process. It aligns with student-centred and constructivist educational approaches and it encourages learners to become active participants in their education. This concept has become strongly advocated towards the end of the 20th century and nowadays, it is considered a valuable quality in the educational learning outcomes.

1.3. Definition of Learner Autonomy

The term Learner autonomy in education is connected to the ability as well as the willingness of learners to take charge or control of their own learning process. Holec (1981) defines this act of taking responsibility for one's own learning as:

·       establishing one´s goals

·       outlining the content and sequence of learning

·       determining the methods and techniques employed in learning

·       overseeing the learning process

·       evaluating the achieved results

Scharle and Szabó (2000, p. 4) add that responsibility in their understanding means „being in charge of something, but with the implication that one has to deal with the consequences of own´s own actions“. According to Benson (2001), learner autonomy is a multidimensional capacity that manifests in diverse ways for individuals, varying across different contexts or periods, even within the same person. Sinclair (2001) further clarifies that autonomy revolves around the learner's preparedness to take responsibility, emphasizing that readiness implies the learner's willingness and interest.

1.4. Think

1. How would you describe a responsible learner? Give at least three characteristics.

2. Have these characteristics been supported by teachers in your schooling experience? If yes how? If not, how did it manifest?

3. Can you imagine how these characteristics could be supported in your future/present classroom?

1.5. Listen to experts

This is a voluntary task to expand your knowledge and will take more time. Now you can make a choice whether you want to listen to some experts to talk about the concept.

What research tells us about improving learner autonomy with Ben Knight

1.6. Learner Autonomy vs Learner Agency

You might come across "learner agency" and wonder what difference there is between this term and "learner autonomy". These terms are closely linked, sometimes even used interchangeably. However, there are slight nuances in their meanings. While we can say that both involve learners taking an active role in their learning, we can notice that they emphasize different aspects of student engagement and empowerment.

Learner autonomy refers to self-directedness, the capacity to set goals, make decisions, and regulate one's learning without constant reliance on external guidance. This means the learners govern their own learning, making decisions about what, when, and how to learn.

Learner agency, on the other hand, emphasizes the active and intentional involvement of learners in their education. Thus, it goes beyond autonomy by highlighting their role as active participants and contributors to the learning environment. Learners with agency may advocate for changes in the learning environment, express preferences, and take leadership roles in their education which includes the initiative to go beyond prescribed tasks and engage in deeper, self-directed exploration. It also often involves collaboration with peers, teachers, or the broader learning community.

1.7. Read what experts say

HOW IS LEARNER AGENCY DIFFERENT FROM OTHER CONCEPTS?

 „Some teachers may be familiar with the term ‘learner autonomy’. They may also have come across ‘self-directed learning’, ‘self-regulated learning’, ‘self-access’, and ‘self-learning’, and may wonder how they differ from learner agency. One answer is that agency lies at the root of them all. Being agentive is the fundamental conviction that one’s behaviour can make a difference. In this way, it can be said that these other valuable concepts are all expressions of agency.

Another answer comes from Namgung et al., who point out that while autonomy ‘focuses primarily on an individual’s independent and free decision for action … agency entails multidimensional attributes that include intrapersonal and environmental factors’. Thus, agency is a more holistic concept. Agents are seen as embodied, thinking, feeling, social beings who have unique histories and identities as well as interests and goals that they pursue at particular times and places.

Importantly, the prefix self- is key to distinguishing agency from these other concepts. Agency shifts the perspective from simply seeing a learner as an individual ‘self’ to viewing the same learner as socially connected. In other words, agency does not reside in the individual self as a fixed quality but is invited and nurtured in relations with others. While all learners have the potential to be agentive language learners, the extent to which they choose to enact their agency will depend on how important their goals are to them and on how their agency is supported by others.“

Larsen-Freeman, D., Driver, P., Gao, X., & Mercer, S. (2021). Learner Agency: Maximizing Learner Potential [PDF]. www.oup.com/elt/expert, p.7.

1.8. Autonomous learner

An autonomous learner is someone who can and wants to take charge of their own learning. It means they're actively involved in different parts of their education, like choosing goals, picking learning materials, deciding how to study, keeping track of how they're doing, and checking their results. Autonomous learners do things on their own, showing they can take the lead in learning and exploring what they want to know and learn. They are not solely dependent on external guidance but are capable of making informed decisions and adapting their learning methods to suit their preferences and needs.

However, it would be unrealistic to expect that we would walk into the classroom and such learners would be waiting there. It is a long process of development for these students and even if they start demonstrating some features of autonomy, it can be very unstable, bound to a specific situation yet might not be present in another learning situation. Instead of aiming at reaching a certain level of autonomy with our students, teachers should focus on building a culture of growth mindset (Dweck, 2015) in their classroom. This would allow students to grow in their own way, at their own pace but with a clear understanding they are of charge of this growth and that it is welcome and expected.

1.9. Read what experts say

Question: What is meant by an autonomous learner?

Prof. Jack C. Richards responds:

 „Learner autonomy refers to the principle that learners should take an increasing amount of responsibility for what they learn and how they learn it. Autonomous learning is said to make learning more personal and focused and, consequently, is said to achieve better learning outcomes, since learning is based on learners’ needs and preferences. It contrasts with the traditional teacher-led approach in which most decisions are made by the teacher. There are five principles for achieving autonomous learning:

1. Active involvement in student learning.
2. Providing options and resources.
3. Offering choices and decision-making opportunities.
4. Supporting learners.
5. Encouraging reflection.

In classes that encourage autonomous learning:

• The teacher becomes less of an instructor and more of a facilitator.
• Students are discouraged from relying on the teacher as the main source of knowledge.
• Students’ capacity to learn for themselves is encouraged.
• Students’ awareness of their own learning styles is encouraged.
• Students are encouraged to develop their own learning strategies.

An example of the application of the principles of learner autonomy is the Council of Europe’s European Language Portfolio, which is intended to help support autonomous learning on a wide scale. The ELP has three components: a language passport, which summarizes the owner’s linguistic identity; a language biography, which provides for a reflective account of the learner’s experience in learning and using the foreign language; and a dossier, in which the learner collects evidence of his or her developing proficiency in the language. The ELP involves regular goal setting and self-assessment.

For many teachers, learner autonomy is an important facet of their teaching, which they seek to realize in a number of different ways – for example, through careful analysis of their learners’ needs, through introducing and modelling strategies for independent learning, through giving learners techniques they can use to monitor their own learning, through regular consultation with students to help learners plan for their own learning and through the use of a self-access centre where a variety of self-directed learning resources are available.“

1.10. Why to develop learner autonomy

The most critical argument for developing learner autonomy is that learning languages is a lifelong process and will continue even after finishing formal instruction. Thus, the main aim of educators should be to prepare their students for continuing their learning at the times when their teachers or instructors will no longer be around. This is especially important in today´s rapidly changing world where educators cannot even predict what professions their learners might carry out in the future. Thus, the skills they need to equip their learners with should serve them to continue educating themselves their whole lives to face real-world challenges.

Another reason is to help students become responsible for their learning process which can expand to a general approach to their life and the world around them. In other words, by educating people to help them become responsible, we also help to create responsible citizens of the world.

While the above-mentioned reasons might be connected to future applications, there are also immediate benefits teachers can see in the classroom. Since this approach supports self-discovery of strengths and weaknesses in the learning process, it also encourages tailored learning experiences, i.e., a personalized path in the process. Learners can customize their learning pace, and preference by applying their interests which altogether will raise their level of intrinsic motivation and students will become less dependent on external guidance. When individuals have a sense of control over their learning, they are more likely to be motivated by personal interest and satisfaction.

Last but not least, the development of Learner autonomy helps to develop also global skills which are transferrable to any field or subject. Skills of decision-making or problem-solving promote critical thinking and will help learners become more oriented and able to evaluate various situations or analyse the information they face.

1.11. Listen to experts

This is a voluntary task to expand your knowledge and will take more time. Now you can make a choice whether you want to listen to some experts to talk about the concept.

Encouraging Learner Autonomy - Samantha Lewis

https://www.youtube.com/watch?v=uN-90zM4KmM&t=2517s

1.12. Stages in Learner Autonomy Development

Scharle & Szabó(2000) describe three stages in the development of learner autonomy:

1. Raising awareness: this is where teachers usually start, however, they may notice that some students already at this stage need less guidance. Teachers will usually try to make students aware of how much influence they have on their own learning progress and how they can influence the outside factors and eliminate them. They can invite them to consider their learning habits and try out some new strategies which could suit them more.

Sample activities: questionnaires about learning preferences, attitudes, strengths and weaknesses; discussions about learning problems of famous people; discussing difficulties in learning; mind-mapping learning opportunities; experimenting with learning strategies; looking for similarities and differences, etc.

2. Changing attitudes: this will involve practising the strategies introduced in the earlier stage to generate new learning habits and help students realise how it feels when they try to handle the responsibility for their progress.

Sample activities: role-playing, monitoring the use of learning strategies; recording and analysing a short talk; analysing communication breakdown; text analysis with group support, etc.

3. Transferring roles: this stage will involve learners in the process and the procedures happening in the classroom. Learners would go deeper in their analysis, critical thinking, helping and supporting other members of the group understanding a variety of ways one can use to reach the goals.

Sample activities: allocating some tasks to the class (sharing classroom duties); simplifying instructions; sharing ideas about learning possibilities, etc.

It's important to note that these stages are not necessarily linear, and learners may move back and forth between stages depending on various factors. Additionally, the teacher's role evolves from being a central authority in the early stages to a more supportive and facilitative role as learners progress towards greater autonomy.

1.13. Ways of Supporting Learner Autonomy

Teachers play a vital role in fostering autonomy in their students thus they need a wide repertoire of tools for supporting its development. Some of these tools might be used from time to time, the others, however, need to become a part of classroom culture from day one. One such example can be building and cultivating a positive learning environment that nurtures student autonomy. This must be the teacher's aim from the first moments for the students need to understand that independence, creativity, and a sense of responsibility are encouraged and that they are invited to take ownership of their educational journey.

Clear communication of learning goals and objectives is critical, as it helps students understand the purpose of their studies. When the goals and objectives are communicated clearly, it helps them understand why they're studying what they are. This clarity also makes it easier for students to take responsibility for their learning. When they get some help in setting realistic short-term and long-term goals, it boosts their motivation and makes them more in charge of their learning. As they explore different opportunities, they start developing skills like self-reflection and goal monitoring, which helps them understand the learning process better and feel more in control. Plus, when students assess their own progress and think about their strengths and areas for improvement, it makes them feel more accountable for their learning.

Granting students choices in assignments, projects, or topics of study generates more motivation for tasks involvement and enhances autonomy development. Teachers need to offer support and guidance rather than control and allow students to make decisions about their learning. In this way, they encourage the students to take initiative and be active agents in their educational journey.

Even though the teacher in applying the Learner autonomy approach should not be in the centre and perform a guiding role, it is important to acknowledge to role of peers and support a collaborative learning experience. In this way, students can share ideas, learn from one another, and develop communication skills.

Last but not least the integration of technology tools in education can provide learners with many opportunities for self-directed learning learning. We will consider several options in the following chapter.

1.14. Listen to experts

This is a voluntary task to expand your knowledge and will take more time. Now you can make a choice whether you want to listen to some experts to talk about the concept.

1.15. Learner Autonomy and Digital Tools

Using technology in education can significantly enhance the engagement of learners in their learning process. Technology offers resources and platforms which can empower learners to take control of their progress and make decisions about how they want to proceed. Digital tools enable learners to access a vast amount of information and resources beyond traditional classroom materials. This access allows them to explore topics of interest, conduct research, and expand their knowledge independently.

With technological advancements, there are many opportunities for learners to support their learning journey through various personalized learning platforms and educational apps which allow students to progress at their own pace and focus on areas that require more attention. This customization aligns with the principles of learner autonomy. These can include various online discussion forums, virtual simulations and labs, gamified learning platforms, or even organisation tools such as e-portfolios, note-taking or journaling apps, self-assessment or reflection apps, etc.

Students can delve into online educational podcasts and videos, webinars and even some form of online collaboration. All these opportunities will open the space for thinking, and reflecting and will widen the perspectives learners can consider their prospects. When teachers manage to effectively integrate digital tools into the educational context they can provide learners with the means to exercise choice, explore, and direct their own learning paths. However, it is important to be ready to offer some guidance to students in using these tools responsibly and critically, ensuring that the digital environment contributes positively to the development of learner autonomy and does not offer undesirable distractions.

1.16. Listen to experts

This is a voluntary task to expand your knowledge and will take more time. Now you can make a choice whether you want to listen to some experts to talk about the concept.

Developing Learner Autonomy in Digital Learning Contexts - Jade Blue

https://www.youtube.com/watch?v=zsUCqlWlR8M&t=1351s

Using digital tools to encourage learner autonomy in the classroom

1.17. Sources and further reading

BENSON, P., 2001, Teaching and Researching Autonomy in Language Classroom. Longman

DWECK, C., 2017, Mindset: Changing the way you think to fulfil your potential. Robinson.

ELLIS,G., 1999, Developing Children´s Metacognitive Awarenwess. In: Kennedy,Ch.(ed.): Innovation and Best Practice. Longman, pp.180-120

HOLEC, H., 1981, Autonomy in Foreign  Language learning. Oxford: Pergamon.

OXFORD,R., 1990, Language learning strategies – What every teacher should know. Heinle and Heinle Publishers, U.S.A.

SCHARLE, A., SZABÓ,A., 2000, Learner Autonomy: A guide to developing learner responsibility. CUP.

SINCLAIR,B. et al., 2001, Learner Autonomy, Teacher Autonomy: Future Directions. Longman