Research Findings: Autonomy

Clement, Roger. 1986. Second language proficiency and acculturation: An investigation of the effects of language status and individual characteristics. Journal of Language and Social Psychology 5.271-290.

Abstract:

The present study investigates the relationship between language
status and individual differences in attitudes and motivation as they relate to
proficiency and acculturation in a second language. All respondents were Francophone
university students with either a minority (n = 110) or a majority background
(n = 183). They were requested to fill out a questionnaire including measures of ethnolinguistic vitality, attitudes and motivation as well as to participate in an interview aimed at assessing their oral proficiency in English asa second language. Analyses of the data show that minority group members evidence more self-confidence in their ability to use the second language and greater proficiency in the second language than majority group members. Level of acculturation was a function of proficiency in the second language and an interactive function of language status and frequency of contact. Correlational analyses revealed that proficiency and acculturation were most strongly associated with self-confidence. Attitudes and motivation neither had an important influence on language outcome nor were they influenced by language status. These results are discussed for their theoretical implications and with referelice to second language education programmes.


Cohen, Andrew D. 2004. Strategies-based instruction for second language learners. NASSP Bulletin 84.10-18.

Abstract:

The goal of strategies-based instruction is to help learners become
more responsible for their efforts to learn and use the target language.
It also aims to help them become more effective learners by allowing
them to individualize the language learning experience. Teachers who
have used this approach report their students become more efficient in
completing classroom language tasks, take more responsibility for
directing their own learning outside class, and gain more confidence in
their ability to learn and use the target language.


Cotterall, Sara. 1995. Readiness for autonomy: Investigating learner beliefs. System 23.195-205.

Abstract:

The promotion of autonomous approaches to language learning is justified on ideological, psychological and economic grounds (Crabbe, 1993: p. 443). This paper argues that before any intervention occurs, it is necessary to gauge learners' readiness for the changes in behaviour and beliefs which autonomy implies. Firstly the paper presents data on learner beliefs collected in a study which involved the development and administration of a questionnaire on learner beliefs about language learning. Factor analysis of subjects' responses to the questionnaire revealed the existence of six dimensions underlying the responses. The paper then discusses each factor in turn, examining the claims that have been made in the literature about the role that factor plays in language learning and exploring the hypothesized relationship of each factor to autonomous language learning behaviour. The paper concludes by reiterating the importance of investigating the beliefs which learners hold. These beliefs are likely to reflect learners' "readiness" for autonomy.


Csizer, Kata, Kormos, Judit, Menyhart, Adrien, and Torok, Dora. 2008. "Great Expectations": The motivational profile of Hungarian English language students. Arts and Humanities in Higher Education 7.65-82.

Abstract:

In this article we investigate what characterizes the language learning motivation
of Hungarian English language students in terms of Dörnyei and Ottó’s process
model of motivation (Motivation in Action, 1998). We used a mixed-method
research design, in which qualitative interviews conducted with 20 students were
supplemented with questionnaire data gained from 100 participants in order to
have a better understanding of the apparent discrepancy between students’ and
society’s expectations of teaching English Language at tertiary level and the
present educational system in Hungary. The ambivalent nature of English
language students’ motivational profile was found to reflect this situation. The
interview data revealed that the respondents had very favourable motivational
characteristics but they did not invest sufficient energy in maintaining and
improving their language competence. This is explained with reference to a low
level of learner autonomy primarily caused by teacher-centered instruction.

Little, David. 1995. Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System 23. 175-181.

Abstract:

This article is concerned with learner autonomy in formal language learning contexts
(schools, colleges and universities). It begins with some general reflections on the
nature of learner autonomy and goes on to consider how autonomy is to be fostered,
focusing first on learning strategies and learner training and then on the pedagogical dialogue and the role of the teacher. It argues that while learning strategies and learner training can play an important supporting role in the development of learner autonomy, the decisive factor will always be the nature of the pedagogical dialogue; and that since learning arises from interaction and interaction is characterized by interdependence, the development of autonomy in learners presupposes the development of autonomy in teachers. The article concludes by briefly summarizing the implications of this argument for teacher education.


Littlewood, William. 1996. "Autonomy": An anatomy and a framework. System 24.427-435.

Abstract:

This article examines the components that make up autonomy in language
learning. At the core of the notion of autonomy are the learners’ ability and
willingness to make choices independently. In foreign language learning contexts,
we are concerned mainly with helping learners to make and carry out
choices in three domains: communication, learning and (by processes of transfer)
their personal life. In this article, these components and domains of autonomy
serve as the basis of a conceptual framework for coordinating our strategies
for helping learners to develop autonomy. Since the goal of language teaching
(and indeed all education) is to develop independent capacities in relevant
domains, this framework can also be seen as underlying our overall teaching
methodology. Copyright 0 1996 Elsevier Science Ltd.

Railton, Diane, and Watson, Paul. 2005. Teaching autonomy: "Reading groups" and the development of autonomous learning practices. Active Learning in Higher Education 6.182-193.

Abstract:

A key factor in the transition to university is the enculturation of new students into both the discipline they are studying and effective study practices. Most significantly, students, whatever their chosen discipline, must learn to become autonomous learners. Too often this process is either left to chance or seen as a natural attribute of the higher education learning system rather than a particular skill that must be learnt and can be taught. In this article we discuss one particular approach to designing ‘structured autonomy’ into a first year core media studies module. We argue that the notion of autonomy needs to be considered as a central component of learning, teaching and assessment strategies and, moreover, that an integrated approach towards these factors has the additional benefit of contributing towards a more holistic first year experience for students.

Sanpresert, Navaporn. 2010. The navigation of a course management system to enhance autonomy in learning English as a foreign language. System 38.109-123.

Abstract:

This study investigated the extent to which learner autonomy could be fostered in a blended learning situation involving the integration of a course management system into a traditional face-to-face English class. The purpose was to identify whether there was evidence that such an intervention brought about changes in the students’ perception and practice in relation to their autonomous learning. The research engaged two groups of Thai university students who enrolled on an English Foundation course. In the Thai educational context, cultural influences and normal educational practices are obstacles to the promotion of autonomous learning. The prevailing characteristics attributed to Thai learners are that they are obedient, uncritical and unwilling to challenge the authority of teachers. To promote autonomous learning in Thailand is, therefore, a challenge. The research makes use of both qualitative and quantitative methods. The data from questionnaires and student learning journals suggest that the course management system plays a prominent role in the creation and development of four aspects of learner autonomy. These are autonomous perception, autonomous behaviour, autonomous strategy and interdependence.

Vandiver, Donna M. and Walsh, Jeffrey A. 2010. Assessing autonomous learning in research methods courses: Implementing the student-driven research project. Active Learning in Higher Education 11.31-42.

Abstract:

As empirical assessments of teaching strategies increase in many disciplines and across many different courses, a paucity of such assessment seems to exist in courses devoted to social science research methods. This lack of assessment and evaluation impedes progress in developing successful teaching pedagogy. The teaching–
learning issue addressed here incorporates active learning teaching strategies with autonomous student learning. The strategy was implemented in research methods courses with inherently complex material not conducive to passive teaching and learning strategies. This work implemented a pre/post-test assessment of
undergraduate students in a research methods course who participated in a semester-long tiered-assignment research project. Findings suggest that students’ learning preferences increased over the semester for each type inquired; students felt, upon completion of the semester, that they could conduct a research project if asked to do so; their interest in research methods and appreciation for the subject increased over the semester; and they enjoyed learning about their peers’ behavior.


White, Cynthia. 1995. Autonomy and strategy use in distance language learning: Research findings. System 23.207-221.

Abstract:

The predominant context for strategy research over the last two decades has been
language learning situated in a conventional classroom environment. The strategies learners use in self-instruction contexts and the degree of autonomy they exercise to develop foreign language skills without the help of a teacher or learning group have received little attention. This paper examines results from a comparative study of the strategies of distance and classroom foreign language learners (French, German, Japanese and Chinese) enrolled in a dual-mode institution. Data on strategy use is gathered through a questionnaire(N = 417) and one kind of verbal report procedure, the yoked subject technique (N = 37), and is analysed using a refined version of the metacognitive, cognitive, social and affective model (O'Malley and Chamot, 1990). Results indicate that mode of study is the predominant influence on metacognitive dimensions of strategy use, ahead of age and level of study. The distinctive use of metacognitive strategies, particularly selfmanagement strategies, by distance learners is illustrated using extracts from the verbal reports, and the discussion focuses on the contribution made by such strategies to the development of autonomy in language learning.

Most Helpful:

In my estimation, the most helpful article to TESOL professionals would be David Little's article on the interdependence of learner and teacher autonomy. Some of the articles I found focused on a basic understanding of autonomy and what it means, others pinpointed very specific aspects of autonomy to explore in-depth. This article is great because it looks at what autonomy means in a language-learning setting first and foremost. From there the article explores how autonomy is motivated and fostered in students--which is where it needs to blossom--but then addresses the role of the teacher and teacher-student dialogue in really fostering and encouraging that autonomy to grow. This article is informational and instructive with applications for employing this teaching strategy. I think it's useful and practical for studying and working TESOL professionals.