Learner Autonomy with Technology:
What do language learners need to be successful?

TESOL 2002
CALL-IS Academic Session

Deborah Healey

Outline

References

the related article (Word .doc file)

Outline

ELI Learning Center
Dissertation on learner choices in self-directed learning
Pronunciation self-study project
Current work with school districts

Self-directed learning
Self-access setting
Control of time, location, pace, path, topic

"Good" language learner
Metacognition
Children vs. adults
Culture-bound concept

Supports different learning styles
Encourages independent learners
Provides resources
Offers curriculum

Linguistic - language data, rules, opportunity for practice
Metacognitive - path, way to judge progress on the path
Psychological - engagement, motivation, self-validation
Social - sense of community, community support

Data, rules, practice, path (somewhat)
Fun factor, online community

Productive practice
Consistent curriculum
Help with metacognition
Engagement with local community

Getting lost, feeling overwhelmed by choice
Getting bored with repetition, losing focus
Being plugged into a machine, not classmates

More than just multimedia
Learners don't know how to learn well
(Tom Robb's presentation addresses this more)

More than a website
Need clear objectives, tasks, and accountability
Need variety

Provide missing links
Organize learning and community
Motivate and strengthen weak learners

What are the underlying assumptions about teaching and learning?
How do learners know what to do?
What training is provided for facilitators?

• Benson, P. (1997) The semiotics of self-access language learning in the digital age. In V. Darleguy, et al. (eds.) Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences), pp. 70-78. Located at www.insa-lyon.fr/Departements/CDRL/semiotics.html. [April 7, 2002] A look at "self-access as sign rather than the self-access centre as signifier" - as an information system that uses technology.
• Benson, P. (2001). Autonomy and independence in language learning. Located at ec.hku.hk/autonomy/. [April 7, 2002] Site includes an online bibliography about autonomy in language learning (ec.hku.hk/autonomy/bibliog.html) and a list of self-access centers (ec.hku.hk/autonomy/centres.html)
• Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6 (4), 505-519. Retrieved April 6, 2002, from EBSCOhost database (Academic Search Elite) on the World Wide Web: http://search.epnet.com. Results of a study at Hong Kong Polytechnic University.
• Harrison, R. (2000). Learner managed learning: Managing to learn or learning to manage? International Journal of Lifelong Education, 19 (4), 312-321. Retrieved April 6, 2002, from EBSCOhost database (Academic Search Elite) on the World Wide Web: http://search.epnet.com. A critical look at the current emphasis on autonomy.
• IATEFL. Learner Independence SIG home page. Located at www.iatefl.org/lisig/default.htm [April 7, 2002]. Not updated since 1999, apparently, but some good links.
• Motteram, G. (1997). Learner autonomy and the Web. In V. Darleguy, et al. (eds.) Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Located at www.insa-lyon.fr/Departements/CDRL/learner.html [April 7, 2002]
• Reinders, H.W. (2000). Fortress or bridge? A learners' perspective on learner autonomy and self-access language learning. MA thesis. Available by request from www.hayo.nl/ling/thesisrequest.htm [April 7, 2002]
• Slaouti, D. (1997) Designing a technology-based learning/resource centre: Some thoughts and implications. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Available at www.insa-lyon.fr/Departements/CDRL/designing.html [April 7, 2002]
• Svensson, M. (1997) L'adaptation des outils multimédia dans un contexte d'auto-apprentissage. [Adapting multimedia tools for a self-directed learning context] In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Available at www.insa-lyon.fr/Departements/CDRL/adaptation.html. [April 7, 2002] Theoretical background for multimedia use in self-directed learning.
• Usuki, M. (2001). From the learners' perspectives: The needs for awareness-raising towards autonomy and roles of the teachers. ERIC document number ED455694. Retrieved April 6, 2002, from EBSCOhost database (Academic Search Elite) on the World Wide Web: http://search.epnet.com. A study of Japanese learners (not including technology).
• Young, A. & Y. Kerdiles (1997) 'Le projet "asalé": un usage de technologies éducatives nouvelles en milieu universitaire à l'aube de l'autonomie'. [The "ASALE" project: beginning learner autonomy using new educational technologies in a university setting] In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Available at www.insa-lyon.fr/Departements/CDRL/asale.html. [April 7, 2002] A study of video and concordancing tools in self-directed supplemental work for language learners.