Developing Learner Autonomy

Developing learner autonomy
“Autonomy is your capacity to take responsibility for, and control of, your own learning,
whether in an institutionalised context, or completely independent of a teacher or
institution.” (Thornbury, 22).
In contrast to traditional ‘lockstep learning’, which has learners doing the same thing at the
same time, in the same way, and all expected to achieve roughly the same results,
autonomous learning starts from the premise that the individual has the potential to take
responsibility for everything in their own life, including learning.
While in the past what the learners should do, and how they should do it was typically
decided by an authority figure i.e. the teacher, the director of studies or the education
department, the notion of autonomous learning has gained in popularity since the 1980s
Why foster learner autonomy?
Anyone who has attempted to learn a new language knows that language learning takes a
relatively long time, and a learner may not want to, or be able to enrol in a teaching
program for such a long duration. Likewise, for institutions, it means learning can take place
without having a teacher/tutor/facilitator physically present in all instances of learning.
“Autonomous learners will take more responsibility for learning and are likely to be more
effective than learners who are overly-reliant on the teacher.” (Swift)
“Autonomous learning is more effective than non-autonomous learning.” (Lowry)
What do learners need to become autonomous?
1. The belief that they can learn independently of the teacher and the classroom setup.
Some cultures have authoritarian learning systems that produce very dependant
learners.
2. A willingness to undertake independent learning i.e. to take on the responsibility in
terms of goal setting, time management, selecting materials and conducting
self/peer assessment.
3. A realistic and positive attitude to language learning (sometimes this may be
undermined by previous learning experiences, requiring coaching from the teacher).
4. Strategies – this is where the teacher becomes invaluable as a resource to the
aspiring learners. There is a need for learner training, as autonomy does not happen
overnight. Remember, autonomy does not equate with working in isolation. The
teacher, the class and the school are still part of the learner’s environment.
Doesn’t fostering learner autonomy remove the teacher from the learning process?
In a word, no. Many learners come to the language class from a background of authoritative
teaching. Their previous learning experience may well have conditioned them to be heavily
reliant on the teacher for approval, direction, instruction, organisation and learning
strategies. We can’t simply expect these learners to be autonomous, and there is typically a
real need to develop learner autonomy in the classroom. Eventually the learner is equipped
to conduct his/her ongoing learning outside the classroom and even evaluate it. The learner
should come to see the teacher in her role as a facilitator and resource rather than the
‘unquestionable authority’.
Furthermore, although a learner may develop skills of autonomous learning, this doesn’t
preclude them from participating in language classroom lessons.
Which skills does the teacher need to foster to develop learner autonomy?
This is largely dependent on how independent you expect your Ss to become. Initially
teachers can develop skills that students need in order to find, access and use resources
such as internet sites or online journals, supported by activities that are completed as
homework tasks. Eventually this leads to students developing their own skills for setting
objectives, planning their self-study, and even self-assessment.
It’s important to acknowledge that autonomy is a matter of degree, not ‘either/or’. Nunan
points out that this is developed in stages, starting from fostering awareness of the learning
goals and the content of the materials learners are using, and developing into a
‘transcendence’ as learners go beyond the classroom to make links between the content of
the classroom learning and the world beyond. How deep the learner is able to develop this
process depends on the teacher, the learner and the resources available.
How do we foster learner autonomy?
First of all, teachers can start to foster an awareness of the skills that are involved in
learning, and demonstrate the learning strategies in use through the activities that they plan
during the course. In this way teachers encourage learners to understand the rationale
behind teaching methodology, such as learning through discovery.
Through texts, questionnaires, surveys and discussion, different learning strategies can be
brought to the learners’ attention so that they can evaluate them for personal effectiveness,
or decide which ones to develop.
Gradually, teachers may transfer some of the decision making and choices to the learners in
order to develop their awareness and confidence for making decisions. For example,
through pyramid discussions learners can identify their preference for scheduling different
skills work or different activity types.
With the wealth of resources available for self-study through multimedia and internet,
language teaching is, now more than ever before, in a position to encourage learner
autonomy – supported by learner training in the classroom. While classroom learning may
result in extensive ‘far reaching’ learning in terms of the language input, autonomous
learning may complement this by encouraging the learner to go ‘deep’ and exploit materials
that assist with acquisition of language.
Learning Strategies
Example – Dealing with vocabulary
 Selecting a reasonable number of useful new words from the

material being studied or Finding learning materials for a
required lexical field
 Creating a vocabulary notebook organised in a “brain-friendly”
way
 Using vocabulary cards
 Inferring from context
 Using dictionaries
 Listening to taped material containing the new vocabulary
against a background of baroque music
 Finding or creating exercises which focus on the vocabulary
 Building review sessions into the study plan
 etc
Examples of strategies to help develop learner autonomy

(From Sue Swift, Autonomy)
Suggestions for developing learner autonomy:
There are many resources that teachers can draw from in order to encourage learner
autonomy. Some, such as social networking sites, are often exploited by learners before
teachers utilize them for teaching purposes.
General and specialist dictionaries
Many have learner orientation tasks to teach learners strategies for using dictionaries as
well as language references sections to aid learning.
Journals and periodicals – especially for ESP or EAP students
Keeping a reflective journal about the learning experience
Television
 Documentaries
 News
Radio Streaming
 E.g. BBC radio 4 educational programs
Internet
 language exchange with other language learners e.g. livemocha.com
 Online PPT presentations e.g. authorstream.com or slideshare.com
 ESL resources using graded or authentic material e.g. BBC active English, British
Council
http://www.pearsonlongman.com/index.html
http://www.bbcactiveenglish.com/
http://learnenglish.britishcouncil.org/en/
http://www.teachingenglish.org.uk/
 Course books routinely provide extended practice thru multimedia
 Online discussion boards (from football to movies cooking and vehicle maintenance)
 Reviews available for books they’ve read or movies they’ve seen
 Exam prep sites
 You Tube and other social network media such as wikis and blogs
“If a teacher raises awareness that these resources can be accessed and utilized
independently for further self-study, many students will do so. Learner training and demo-
ing are crucial.” (Krzanowski)
“Leaners [are] ‘quick on the uptake’ and embrace it easily. Teachers [are] not always keen.
At times [they] are so deep in ritualistic behavior that they would not make an effort to
accept and take on innovations in learning and teaching.” (Krzanowski)
While this article hopefully encourages you to consider how you might develop the
principles of autonomy with your learners, a much more thorough knowledge of these
principles can be developed by doing your own autonomous learning on the topic, a good
place to start would be the links provided in the references below.
References
Thornbury, S. 2006. An A-Z of ELT. Oxford: Macmillan
Krzanowzki, M. 2007 Successful Learner Autonomy and Learner Independence in Self-
Directed Learning. Web. 9 Feb. 2011.
<
http://www.slideshare.net/markkski1/successful-learner-autonomy-and-learner-
independence-in-selfdirected-learning>
Lowry, E. Approaches to Learner Autonomy in Language Learning. Web. 9 Feb. 2011. <
http://www.slideshare.net/irwyn12/approaches-to-learner-autonomy-in-language-learning-
presentation-786825>
Swift, S. Autonomy. Web. 10 Feb. 2011
<
http://www.authorstream.com/Presentation/sueswift-124056-Autonomy-Learner-
Humanistic-Education-Moving-towards-AutonomyFrom-ppt-powerpoint/>

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Developing learner autonomy

 Selecting a reasonable number of useful new words from the

Examples of strategies to help develop learner autonomy

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