Learner Autonomy

This week our focus of discussion was on learner autonomy. Readings included “Theory and Research: Autonomy in Language Learning” by Deborah Healey and “What is Learner Autonomy and how Can It Be Fostered?” by Dimitrios Thanasoulas. Healey (1999) defines autonomy as “the degree of independence the learner is given in setting language learning goals, the path to the goal, the pace of learning, and the measurement of learning (pg.391).” She describes settings for autonomous learning that range on a continuum from “programmed learning” where the teacher sets the content and the students controls the pace and time to “autonomy” where the student controls pace, time and content (Healey, 1999, pp. 393-394). She also outlines conditions that enhance autonomy and learning: learner issues to include “degree of self-motivation”, “preference for independent style”, “knowledge of how one learns best” and “knowledge of what one needs to learn”, and content issues which include three conditions: “the path to the goal is relatively unambiguous”, “what is to be learned can be explained clearly” and “appropriate resources exist for self-directed language learning (Healey, 1999, pp. 294-396).” Additionally she outlines five conditions to motivation: appropriate difficulty level, meaningful learning objectives, variety of teaching methods, intrinsic/extrinsic feedback and “no barriers to learning (Healey, 1999, pp. 397-398).” Throughout this article, the role of technology is mentioned in each area. She concludes that for full learner autonomy, control over time, pace and path to the goal must exist and that technology can be used to assist in this process (Healey, 1999, pp. 400-401).

Thanasoulas looks at learner autonomy without the focus of technology. He focuses instead on how autonomy interfaces with learning theories such as positivism (“traditional classrooms”), constructivism and critical theory; conditions for autonomy; and how to promote learner autonomy. This article describes the main ways that the term autonomy is used as well as the primary characteristics of autonomous learners. I enjoyed reading this article and seeing how different areas of education and the learner interplay with learner autonomy. I agreed most with the role of leaner responsibility and metacognitive awareness in learner autonomy. It was also interesting see how learner autonomy is promoted by constructivist theory (Thanasoulas, 2000, 3). Another key point brought up in this article is that learner autonomy is a process not a product (Thanasoulas, 2000, 2). I think this is the case not only for the learner but also for the teacher who has to play a different non-traditional role. This may be a frustrating process for teachers because most won’t see the fruits of the effort in one semester with their students.

I see learner autonomy as a way to empower our students to be success, lifelong learners. I firmly believe in the role of language learning strategies and metacognitive awareness in this process. They both play a huge role in encouraging motivation and self-esteem, two factors key to learning success and longevity (Thanasoulas, 2000, 4.2/4.3). The challenge for teachers is to incorporate the process of autonomous learning education into our classrooms. As I reflected this week on how much autonomy I give my adult ESL students, I realize there is a lot more I can do to encourage this process in my own classroom.

REFERENCES:
Healey, D. (1999). Theory and Research: Autonomy in Language Learning. In J. Egbert
& E. Hanson-Smith (Eds.), CALL Environments: Research, Practice, and Critical
Issues (pp.291-402). Alexandria, VA: TESOL

Thanasoulas, D. (2000). What Is Learner Autonomy and How Can It Be Fostered?
Internet TESOL Journal 6(11). Retrieved March 25, 2007 from
http://iteslj.org/Articles/Thanasoulas-Autonomy.html