Approaches to Fostering Learner Autonomy in EFL Learning
A Literature Review
Keywords:
learner autonomy, approaches, fostering, EFL learning
Abstract
Learner autonomy has been a major topic of research in foreign language education for a long time. Despite the prevalent consensus that learner autonomy is concerned with a learner’s capacity to take control or take charge of his/her own learning (Benson, 2013), this does not mean that the teacher’s role is unnecessary. In recent years, many approaches to promoting learner autonomy have been suggested and many empirical studies have been carried out to examine the effectiveness of the approaches. This paper aimed at reviewing approaches to promoting learner autonomy. First, the definitions of learner autonomy are presented, followed by a discussion of the teacher’s roles in promoting learner autonomy. Next, six approaches to fostering learner autonomy as proposed by Benson (2001) are reviewed with references to both theories and results of empirical research. Based on the review, it can be concluded that teachers play an important role in the development of learner autonomy, and although the six approaches have different emphases, they seem to have more similarities than differences, particularly in encouraging learners to plan and follow their language learning paths to attain their goals. Implications for future research are put forward.
References
Baker, J., & Westrup, H. (2000). The English language teacher’s handbook: How to teach large classes with few resources. London, UK: Continuum
Beatty, K. (2010). Teaching and researching computer assisted language learning (2nd ed.) London, UK: Pearson.
Beckett, G. H., & Miller, P. C. (Eds.). (2006). Project-based second and foreign language education: Past, present, and future. Greenwich, Connecticut: Information Age Publishing.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman.
Benson, P. (2004). Autonomy and information technology in the educational discourse of the information age. In C. Davison (Ed.), Information technology and innovation in language education (pp. 173-192). Hong Kong: Hong Kong University Press.
Benson, P. (2013). Teaching and researching autonomy (2nd ed.). London: Routledge.
Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings, Higher Education, 18(5), 529-549. https://doi.org/10.1007/BF00138746
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Brammerts, H. (2003). Autonomous language learning in tandem. In T. Lewis & L. Walker (Eds.), Autonomous learning in tandem (pp. 27-36). Sheffield: Academy Electronic.
Brody, M. C., & Albany, D. N. (1998). Professional development for cooperative learning: Issues and approaches. Albany, NY: State University of New York Press.
Camilleri, G. (1999). The teacher’s role in learner autonomy. In G. Camilleri (Ed.), Learner autonomy: The teachers’ view (pp. 35-40). Strasbourg: Council of Europe.
Chauhan, K. I. (2013). Exploring learner autonomy through portfolio. ELT Voices – India, 3(1), 26-33. Retrieved from http://eltvoices.in/Volume3/EVI_31_3.pdf
Cohen, A.D. (1998). Strategies in learning and using a second language. Harlow, England: Longman.
Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109-117. https://doi.org/10.1093/elt/54.2.109
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
Falchikov, N. (2007). The place of peers in learning and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 128-143). London: Routledge.
Freeman, R. & Lewis, R. (1998). Planning and implementing assessment. London: Kogan Page.
Fried-Booth, D. L. (2002). Project work. Oxford: Oxford University Press.
Gardner, D. (2000). Self-assessment for autonomous language learners. Links and Letters, 7, 49-60. Retrieved from www.raco.cat/index.php/LinksLetters/article/download/22713/22548
Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge: Cambridge University Press.
Gardner, D., & Miller, L. (2014). Managing self-access language learning. Hong Kong: City University of Hong Kong Press.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
Intratat, C. (2004). Investigation on IT autonomous learning: A case study from Thailand. Proceedings of the UNTELE Conference. Universite de Compiegne, France, 17-20 March.
La Ganza, W. (2008). Learner autonomy – teacher autonomy: Interrelating and the will to empower. In T. Lamb & H. Reinders (Eds), Learner and teacher autonomy: Concepts, realities, and responses (pp. 63-79). Amsterdam: John Benjamins Publishing Company.
Lamb, T. (2008). Learner autonomy and teacher autonomy: Synthesising an agenda. In T. Lamb & H. Reinders (Eds), Learner and teacher autonomy: Concepts, realities, and responses (pp. 269-284). Amsterdam: John Benjamins Publishing Company.
Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109.
Lewis, T., & O’Dowd, R. (2016). Introduction to online intercultural exchanges and this volume. In R. O’Dowd and T. Lewis (Eds.), Online intercultural Exchange: Policy, pedagogy, practice (pp. 3-20). New York: Routledge.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
Little, D. (2003). Tandem language learning and learner autonomy. In L. Tim & W. Lesley (Eds.), Autonomous language learning in tandem (pp. 37-44). Sheffield, UK: Academy Electronic Publications Limited.
Little, D. (2009). Learner autonomy, the European language portfolio and teacher development. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 147-174). Hong Kong: Hong Kong University Press.
Littlejohn, A. (1997). Self-access work and curriculum ideologies. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 181-191). New York: Longman.
MacLeod, W. B., Butler, D. L., & Syer, K. D. (1996, April). Beyond achievement data: Assessing changes in metacognition and strategic learning. Presented as part of a coordinated symposium at the annual meeting of the American Educational Research Association. New York city, NY. Retrieved from http://ecps-educ.sites.olt.ubc.ca/files/2013/11/AERA-1996-metacognition.pdf
Miceli, T., & Visocnik-Murray, S. (2005). Strategy training: Developing learning awareness in a beginning FL classroom [online]. In B. Bartlett, F. Bryer, & D. Roebuck (Eds.), Stimulating the ‘Action’ as participants in participatory research (Vol. 3, pp. 15-25). Nathan, Qld: Griffith University, School of Cognition, Language and Special Education.
Murray, G. (2009). Self-access language learning: Structure, control and responsibiliy. In F. Kjisik, P. Voller, N. Aoki, & Y. Nakata (Eds.), Mapping the terrain of learner autonomy: Learning environments, learning communities and identities (pp. 118-142). Tampere, Finland: Tampere Universiy Press.
Nguyen, L. T. C. & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9-30. https://doi.org/10.1177/1362168812457528
Nix, M. (2003). Writing autonomy; or 'It's the content, stupid!' In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 197-212). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.
Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing and informed practice. ELT Journal, 58(4), 327-335. https://doi.org/10.1093/elt/58.4.327
Paulson, F. L., Paulson, P. R., & Meyer, C. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.
Pennycook, A. (1997). Cultural alternatives and autonomy. In P. Benson and P. Voller (Eds.), Autonomy and independence in language learning (pp. 35-53). London: Longman.
Ramírez, M. I. D. (2014). Developing learner autonomy through project work in an ESP class. HOW, A Colombian Journal for Teachers of English, 21(2), 54-73. Retrieved from http://www.scielo.org.co/pdf /how/v21n2/ v21n2a03.pdf
Ramos, R. C. (2006). Consideration on the role of teacher autonomy. Colombian Applied Linguistics Journal, 8, 183-202. https://doi.org/10.14483/22487085.10510
Rao, Z. (2005). Developing learner autonomy through portfolios. Teachers' Edition, 19, 20-24.
Reinders, H., & White, C. (2011) Special issue commentary: Learner autonomy and new learning environments. Language Learning & Technology, 15(3), 1-3.
Sari, N. & Sulistyo, T. (2022). EFL teachers’ perspectives on Mobile-Assisted Language Learning (MALL) resources for vocational high school students. Journal of English Language and Pedagogy, 5(1), 80-90. https://doi.org/10.33503/journey.v5i1.1772
Searby, M., & Ewers, T. (1997). An evaluation of the use of peer assessment in higher education: A case study in the School of Music, Kingston University. Assessment and Evaluation in Higher Education, 22(4), 371-383. https://doi.org/10.1080/0260293970220402
Sheerin, S. (1997). An exploration of the relationship between self- access and independent learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 54-65). New York: Longman.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. Teaching Development | Wāhanga Whakapakari Ako, University of Waikato. Retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf
Stephenson, J., & Kohyama, M. (2003). Turning freshmen into autonomy through student-directed language learning projects. In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 101-112). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.
Tagaki, A. (2003). Learner autonomy and motivation in a cooperative learning class. In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 129-142). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.
Tamjid, N., Birjandi, P. (2011). Fostering learner autonomy through self-and peer- assessment. International Journal of Academic Research. 3(5), 245-254.
Thavenius, C. (1999). Teacher autonomy for learner autonomy. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 159-163). Frankfurt am Main: Peter Lang.
Thomson, C. K. (1996). Self-assessment in self-directed learning: Issues of learner diversity. In R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 77-92). Hong Kong: Hong Kong University Press.
Thomson, C. K. (1998). Junior teacher internship: Promoting cooperative interaction and learner autonomy in foreign language classrooms. Foreign Language Annals, 3(4), 569-583. https://doi.org/10.1111/j.1944-9720.1998.tb00600.x
Vieira, F. (1999). Pedagogy for autonomy: Teacher development and pedagogical experimentation - An in-service teacher training project. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 149-158). Frankfurt am Main: Peter Lang.
Wang-Szilas, J., Berger, C., & Zhang, F. (2013). eTandem language learning integrated in the curriculum: Reflection from students' perspectives. Proceedings of the European Distance and E-Learning Network 2013 Annual Conference (pp. 93-102). Oslo: The Joy of Learning. Retrieved from: http://www.unige.ch/formcont/ressources/ publications/e-Tandem.pdf
Wenden, A. L. (2001). Metacognitive knowledge in SLA: The neglected variables. In M. P. Breen (Ed.), Learner contributions to language learning (pp. 44–64). Harlow: Pearson Education.
Wright, T. (1987). Roles of teachers and learners. Oxford: Oxford University Press.
Beatty, K. (2010). Teaching and researching computer assisted language learning (2nd ed.) London, UK: Pearson.
Beckett, G. H., & Miller, P. C. (Eds.). (2006). Project-based second and foreign language education: Past, present, and future. Greenwich, Connecticut: Information Age Publishing.
Benson, P. (2001). Teaching and researching autonomy in language learning. Harlow: Longman.
Benson, P. (2004). Autonomy and information technology in the educational discourse of the information age. In C. Davison (Ed.), Information technology and innovation in language education (pp. 173-192). Hong Kong: Hong Kong University Press.
Benson, P. (2013). Teaching and researching autonomy (2nd ed.). London: Routledge.
Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings, Higher Education, 18(5), 529-549. https://doi.org/10.1007/BF00138746
Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40. https://doi.org/10.3316/QRJ0902027
Brammerts, H. (2003). Autonomous language learning in tandem. In T. Lewis & L. Walker (Eds.), Autonomous learning in tandem (pp. 27-36). Sheffield: Academy Electronic.
Brody, M. C., & Albany, D. N. (1998). Professional development for cooperative learning: Issues and approaches. Albany, NY: State University of New York Press.
Camilleri, G. (1999). The teacher’s role in learner autonomy. In G. Camilleri (Ed.), Learner autonomy: The teachers’ view (pp. 35-40). Strasbourg: Council of Europe.
Chauhan, K. I. (2013). Exploring learner autonomy through portfolio. ELT Voices – India, 3(1), 26-33. Retrieved from http://eltvoices.in/Volume3/EVI_31_3.pdf
Cohen, A.D. (1998). Strategies in learning and using a second language. Harlow, England: Longman.
Cotterall, S. (2000). Promoting learner autonomy through the curriculum: Principles for designing language courses. ELT Journal, 54(2), 109-117. https://doi.org/10.1093/elt/54.2.109
Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.
Falchikov, N. (2007). The place of peers in learning and assessment. In D. Boud & N. Falchikov (Eds.), Rethinking assessment in higher education: Learning for the longer term (pp. 128-143). London: Routledge.
Freeman, R. & Lewis, R. (1998). Planning and implementing assessment. London: Kogan Page.
Fried-Booth, D. L. (2002). Project work. Oxford: Oxford University Press.
Gardner, D. (2000). Self-assessment for autonomous language learners. Links and Letters, 7, 49-60. Retrieved from www.raco.cat/index.php/LinksLetters/article/download/22713/22548
Gardner, D., & Miller, L. (1999). Establishing self-access: From theory to practice. Cambridge: Cambridge University Press.
Gardner, D., & Miller, L. (2014). Managing self-access language learning. Hong Kong: City University of Hong Kong Press.
Holec, H. (1981). Autonomy and foreign language learning. Oxford: Pergamon Press.
Intratat, C. (2004). Investigation on IT autonomous learning: A case study from Thailand. Proceedings of the UNTELE Conference. Universite de Compiegne, France, 17-20 March.
La Ganza, W. (2008). Learner autonomy – teacher autonomy: Interrelating and the will to empower. In T. Lamb & H. Reinders (Eds), Learner and teacher autonomy: Concepts, realities, and responses (pp. 63-79). Amsterdam: John Benjamins Publishing Company.
Lamb, T. (2008). Learner autonomy and teacher autonomy: Synthesising an agenda. In T. Lamb & H. Reinders (Eds), Learner and teacher autonomy: Concepts, realities, and responses (pp. 269-284). Amsterdam: John Benjamins Publishing Company.
Lee, L. (2011). Blogging: Promoting learner autonomy and intercultural competence through study abroad. Language Learning & Technology, 15(3), 87-109.
Lewis, T., & O’Dowd, R. (2016). Introduction to online intercultural exchanges and this volume. In R. O’Dowd and T. Lewis (Eds.), Online intercultural Exchange: Policy, pedagogy, practice (pp. 3-20). New York: Routledge.
Little, D. (1991). Learner autonomy 1: Definitions, issues and problems. Dublin: Authentik.
Little, D. (1995). Learning as dialogue: the dependence of learner autonomy on teacher autonomy. System, 23(2), 175-181.
Little, D. (2003). Tandem language learning and learner autonomy. In L. Tim & W. Lesley (Eds.), Autonomous language learning in tandem (pp. 37-44). Sheffield, UK: Academy Electronic Publications Limited.
Little, D. (2009). Learner autonomy, the European language portfolio and teacher development. In R. Pemberton, S. Toogood, & A. Barfield (Eds.), Maintaining control: Autonomy and language learning (pp. 147-174). Hong Kong: Hong Kong University Press.
Littlejohn, A. (1997). Self-access work and curriculum ideologies. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 181-191). New York: Longman.
MacLeod, W. B., Butler, D. L., & Syer, K. D. (1996, April). Beyond achievement data: Assessing changes in metacognition and strategic learning. Presented as part of a coordinated symposium at the annual meeting of the American Educational Research Association. New York city, NY. Retrieved from http://ecps-educ.sites.olt.ubc.ca/files/2013/11/AERA-1996-metacognition.pdf
Miceli, T., & Visocnik-Murray, S. (2005). Strategy training: Developing learning awareness in a beginning FL classroom [online]. In B. Bartlett, F. Bryer, & D. Roebuck (Eds.), Stimulating the ‘Action’ as participants in participatory research (Vol. 3, pp. 15-25). Nathan, Qld: Griffith University, School of Cognition, Language and Special Education.
Murray, G. (2009). Self-access language learning: Structure, control and responsibiliy. In F. Kjisik, P. Voller, N. Aoki, & Y. Nakata (Eds.), Mapping the terrain of learner autonomy: Learning environments, learning communities and identities (pp. 118-142). Tampere, Finland: Tampere Universiy Press.
Nguyen, L. T. C. & Gu, Y. (2013). Strategy-based instruction: A learner-focused approach to developing learner autonomy. Language Teaching Research, 17(1), 9-30. https://doi.org/10.1177/1362168812457528
Nix, M. (2003). Writing autonomy; or 'It's the content, stupid!' In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 197-212). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.
Nunes, A. (2004). Portfolios in the EFL classroom: Disclosing and informed practice. ELT Journal, 58(4), 327-335. https://doi.org/10.1093/elt/58.4.327
Paulson, F. L., Paulson, P. R., & Meyer, C. (1991). What makes a portfolio a portfolio? Educational Leadership, 48(5), 60-63.
Pennycook, A. (1997). Cultural alternatives and autonomy. In P. Benson and P. Voller (Eds.), Autonomy and independence in language learning (pp. 35-53). London: Longman.
Ramírez, M. I. D. (2014). Developing learner autonomy through project work in an ESP class. HOW, A Colombian Journal for Teachers of English, 21(2), 54-73. Retrieved from http://www.scielo.org.co/pdf /how/v21n2/ v21n2a03.pdf
Ramos, R. C. (2006). Consideration on the role of teacher autonomy. Colombian Applied Linguistics Journal, 8, 183-202. https://doi.org/10.14483/22487085.10510
Rao, Z. (2005). Developing learner autonomy through portfolios. Teachers' Edition, 19, 20-24.
Reinders, H., & White, C. (2011) Special issue commentary: Learner autonomy and new learning environments. Language Learning & Technology, 15(3), 1-3.
Sari, N. & Sulistyo, T. (2022). EFL teachers’ perspectives on Mobile-Assisted Language Learning (MALL) resources for vocational high school students. Journal of English Language and Pedagogy, 5(1), 80-90. https://doi.org/10.33503/journey.v5i1.1772
Searby, M., & Ewers, T. (1997). An evaluation of the use of peer assessment in higher education: A case study in the School of Music, Kingston University. Assessment and Evaluation in Higher Education, 22(4), 371-383. https://doi.org/10.1080/0260293970220402
Sheerin, S. (1997). An exploration of the relationship between self- access and independent learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 54-65). New York: Longman.
Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Spiller, D. (2012). Assessment matters: Self-assessment and peer assessment. Teaching Development | Wāhanga Whakapakari Ako, University of Waikato. Retrieved from http://www.waikato.ac.nz/tdu/pdf/booklets/9_SelfPeerAssessment.pdf
Stephenson, J., & Kohyama, M. (2003). Turning freshmen into autonomy through student-directed language learning projects. In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 101-112). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.
Tagaki, A. (2003). Learner autonomy and motivation in a cooperative learning class. In A. Barfield & M. Nix (Eds.), Autonomy you ask! (pp. 129-142). Tokyo: Learner Development Special Interest Group of the Japan Association for Language Teaching.
Tamjid, N., Birjandi, P. (2011). Fostering learner autonomy through self-and peer- assessment. International Journal of Academic Research. 3(5), 245-254.
Thavenius, C. (1999). Teacher autonomy for learner autonomy. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 159-163). Frankfurt am Main: Peter Lang.
Thomson, C. K. (1996). Self-assessment in self-directed learning: Issues of learner diversity. In R. Pemberton, E. S. L. Li, W. W. F. Or & H. D. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 77-92). Hong Kong: Hong Kong University Press.
Thomson, C. K. (1998). Junior teacher internship: Promoting cooperative interaction and learner autonomy in foreign language classrooms. Foreign Language Annals, 3(4), 569-583. https://doi.org/10.1111/j.1944-9720.1998.tb00600.x
Vieira, F. (1999). Pedagogy for autonomy: Teacher development and pedagogical experimentation - An in-service teacher training project. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 149-158). Frankfurt am Main: Peter Lang.
Wang-Szilas, J., Berger, C., & Zhang, F. (2013). eTandem language learning integrated in the curriculum: Reflection from students' perspectives. Proceedings of the European Distance and E-Learning Network 2013 Annual Conference (pp. 93-102). Oslo: The Joy of Learning. Retrieved from: http://www.unige.ch/formcont/ressources/ publications/e-Tandem.pdf
Wenden, A. L. (2001). Metacognitive knowledge in SLA: The neglected variables. In M. P. Breen (Ed.), Learner contributions to language learning (pp. 44–64). Harlow: Pearson Education.
Wright, T. (1987). Roles of teachers and learners. Oxford: Oxford University Press.
Published
2023-03-18
How to Cite
Daflizar, D. (2023). Approaches to Fostering Learner Autonomy in EFL Learning. Journey: Journal of English Language and Pedagogy, 6(1), 148-160. https://doi.org/10.33503/journey.v6i1.2650
Section
Articles
Copyright (c) 2023 Daflizar Daflizar
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Journey: Journal of English Language and Pedagogy by http://ejurnal.budiutomomalang.ac.id/index.php/journey/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
