Learner autonomy in english teaching and learning roles and pedagogical implications

Microsoft Word 81 Nhac Thanh Huong doc Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN 978 604 82 2981 8 637 LEARNER AUTONOMY IN ENGLISH TEACHING AND LEARNING ROLES AND PEDAGOGICAL IMPLICATIONS[.]

Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 LEARNER AUTONOMY IN ENGLISH TEACHING AND LEARNING: ROLES AND PEDAGOGICAL IMPLICATIONS Nhac Thanh Hương Hanoi Law University, email: nhacthanhhuong@gmail.com INTRODUCTION The application of learner-centered approach helps learners enhance their independence in their learning, thinking and behavior (Hammond & Collins, 1991) Moreover, it is an active way to facilitate learning process and improve learner’s ability to study autonomously According to Rivers and Golonka (2009, as cited in Duong, 2015), active and independent management of learning is considered as learner autonomy Littlewood (1996) describes an autonomous person as “one who has an independent capacity to make and carry out the choices which govern his or her sections” (p.427) Benson (2011) states that the more successful at developing autonomy leaners can make, the better language learners will become In other words, learner autonomy proves to be of great importance in the language acquisition process In the literature, the effectiveness of learner autonomy in the English language education has been examined and highly appreciated by many researchers and educators Therefore, this paper aims to investigate the role of learner autonomy in English language teaching and learning, accordingly offering teachers some pedagogical implications in order to help learners in their foreign language acquisition process LEARNER AUTONOMY IN ENGLISH LANGUAGE TEACHING AND LEARNING 2.1 Definition of learner autonomy The term learner autonomy has been defined in different ways by different researchers Learner autonomy was first defined by Holec (1981) as “the ability to take charge of one’s own learning” (p.3), which means that learners hold the responsibility for all decisions concerning all aspects of learning including “determining the objectives, defining the content, selecting methods and techniques, monitoring and evaluating what has been acquired” Cotterall (2000) also shares the same view as Holec in which learners have to determine their own learning journey However, Little (2009) claims that although autonomous learners are able to things independently, they may or may not things on their own It will be better if learners cooperate with peers or ask for advice from teachers or others Put itsimply, autonomymeans the ability to take control of one’s own learning, independently or in collaboration with others 2.2 Roles of learner autonomy in English language teaching and learning For the past few years, the roles of learner autonomy have been clearly seen in the language learning and teaching 637 Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 In terms of the quality of learning, Little (2009) argues that once learners reflect on their own learning, they will tend to be more focused, which will lead to more efficient and effective learning.Similarly, Dang (2010) claims that learner autonomy plays an important role in the achievement of communicative language teaching method and increase communication skills in the learning process Regarding the benefits of autonomous learning strategies, Oxford (1990) emphasizes that language learning strategies are useful as they include particular activities, behaviors and methods to help learners acquire target language more effectively and make good progress during learning process Li (2007) states that autonomous learning strategies can encourage learners to acquire language creatively, early and effectively Oxford (1990) reports that learning strategies bring significant success and achievement for EFL learners in language classrooms In another aspect, autonomous learning strategies can support teaching in reducing teaching time, releasing the learning burden on learners and help teachers convey knowledge to learners successfully as well (Benson, 2011) Chen and Pan (2015) also indicatethat autonomy is a practical approach to both foreign language learning and teaching Also, learning foreign language is a lifelong journey in which learners should be educated to become autonomous and be able to take the responsibility of their learning in order to improve their language skills To conclude, most educators are aware that autonomy is of great importance in motivating learners to acquire a foreign language in general and English in particular In other words, the success of a learner mastering in second or foreign language acquisition is deeply contributed by learner autonomy PEDAGOGICAL IMPLICATIONS Learner autonomy is of great importance in foreign language acquisition process Language teachers, therefore, play a crucial role in fostering learner autonomy Benson (2011) emphasizes that the principal role of the language teachers is to teach learners to recognize their own learning strategies and to train students become independent, autonomous and effective ones Firstly, it is necessary for teachers tocreate opportunitiesfor students to develop their autonomous learning abilities, thus mastering English in various ways English learners, to some extent, may not recognize which autonomous strategies are best for them Hence, English teachers should help learners aware of their most suitable strategies by making step-by-step learning plans, modeling, monitoring and assessing their learning process (Chen & Pan, 2015) This can be done through teacher’s introduction of learner autonomy and its value at the beginning of the term, then, through encouraging learners to engage in autonomous behaviors Moreover, teachers shouldcreatea wide range of activities aiming topromotelearner responsibility and develop learner autonomy, as followings: Learner self & Peer Assessment/ Evaluation: Learners’ giving and receiving feedback by themselves or from peersis a good way to get them to reflect on their learning.Therefore,,it engages learners to develop critical thinking and to practice professional responsibility Seatwork (individual/pair/group work): The teacher, in this type of activities plays the role of a facilitator For example, a teacher may guide the students by explaining instructions, giving examples, involving the students by asking some questions or walking around the classroom, and communicating with the learners in case they need help However, remember that the teacher should not try to control the process but initiate and maintain cooperation, thus building students’ confidence 638 Tuyển tập Hội nghị Khoa học thường niên năm 2019 ISBN: 978-604-82-2981-8 Homework (individualized): While the value of homework has been underestimated by many educators, now there is a tendency that homework is considered as a type of self-motivated learning activity One thing noted is that homework should be individualized so that it fits to the needs and personal interests of the learners For example, in English classes, even in large sized ones, when assigning homework, teachers candivide their students into groups based on their English proficiency More specifically,weak students are required to less challengingexercises, strong learners can be asked to more challenging ones By this way, personalization of tasks helps to develop sense of personal responsibility, which is a significant role in the process of developing learner autonomy Project-based learning/ Long-term project: Homework can be done in a short period of time, whereas projects can be set out of class and engage students for a longer period of time Depending on the requirements of the course and the needs of the learners, projects can be carried out individually or in groups The students should be let to discuss and decide their responsibility, schedule, and other matters This doesn’t mean that the teacher completely leaves the students alone, s/he, instead, should play the role of a facilitator by guiding, monitoring and assessing the projects It is a fact that a project can only be finished if the students takes the responsibility, which means that it can help develop learner autonomy CONCLUSION In conclusion, learner autonomy plays an important role in learners’ language acquisition process, during which the collaboration between learners and teachers enables learners to develop the understanding of the language More importantly, the teachers should guide students to apply different language learning strategies as well as conduct various activities for them to develop autonomy in order to acquire knowledge effectively and successfully REFERENCES [1] Benson, P (2011) Teaching and researching autonomy (2nd ed.) Harlow: Pearson Education Limited [2] Chen, H I & Pan, H H (2015) Learner Autonomy and the Use of Language Learning Strategies in a Taiwanese Junior High School Journal of Studies in Education, 5(1), 52-64 doi:10.5296/jse.v5i1.6972 [3] Cotterall, S (2000) Promoting learner autonomy through the curriculum: principles for designing language courses ELT journal, 54(2), 109- 117 [4] Crabbe, D (1993) Fostering Autonomy from within the Classroom: The Teacher's Responsibility System, 21(4), 443-52 [5] Dang, T T (2010) Learner Autonomy in EFL Studies in Vietnam: A Discussion English Language Teaching, 3(2), 3-9 Retrieved from www.ccsenet.org/elt [6] Duong, T M (2015) A Portfolio-Based Learner Autonomy Development Model in an EFL Writing Course (Doctoral dissertation) Available from Suranaree University of Technology.
 [7] Hammond M and Collins, R (1991) SelfDirected Learning: Critical Pruciice London: Kogan Page [8] Holec, H (1981) Autonomy and foreign language learning Oxford: Pergamon.
 [9] Kenny, B (1993) For more autonomy System21(4), 431-442 [10] Li, B (2007) Study on English Learning Strategies and Autonomous Learning Ability Hubei Today, 2, 65-72 [11] Little, D (1991) Learner autonomy 1: Definitions, issues, and problems Dublin: Authentik [12] Littlewood, W (1999) Defining and developing autonomy in East Asian contexts Applied Linguistics, 20(1), 71-94 [13] Oxford, R L (1990) Language learning strategies: What every teacher should know Boston: Heinle & Heinle Publishers 639 ... support teaching in reducing teaching time, releasing the learning burden on learners and help teachers convey knowledge to learners successfully as well (Benson, 2011) Chen and Pan (2015) also indicatethat... language in general and English in particular In other words, the success of a learner mastering in second or foreign language acquisition is deeply contributed by learner autonomy PEDAGOGICAL IMPLICATIONS. .. the students by explaining instructions, giving examples, involving the students by asking some questions or walking around the classroom, and communicating with the learners in case they need help