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I-Literature review on learner autonomy in
education
15-3-Principles to Foster Learner
Autonomy
In fact, most learners already possess some abilities which
allow them to enhance their autonomy to certain degree. In this regard, Thomson
(1996) sees that through these abilities, autonomy can be developed and
fostered. Similarly, Benson agrees with this view and puts a set of
principles:
- Learners routinely initiate and manage their own learning
both outside and within the context of formal instruction.
- Learners receiving formal instruction tend rather to follow
their own learning agendas rather than those of their teachers.
- Learners tend to exercise control over psychological
factors influencing their learning, especially those concerned with motivation,
affective state and beliefs or preferences.
(Benson, 2001:60)
According to Dam (2011), there are some necessary principles
which should be taken into account in the development of learner autonomy.
Firstly, the notion of choice is very important. Dam sees that giving learners
the opportunity to choose is a motivational strategy which enhances their
reflection and develops their awareness of learning, besides, it shifts
responsibility towards the learner and improves his self-esteem. Secondly, in
order to be ready to take charge and responsibility of their own learning,
learners need to feel more secure and safe; hence, clear guidelines and rules
need to be established. Thirdly, instead of transferring knowledge to his
learners, the teacher's key role is to make them actively involved in the
learning process. The fourth principle, according to Dam, is the authenticity,
that is to say; both teachers and learners should be themselves; they behave
naturally and play the roles which suit them in the institutional learning
environment. In the last principle, Dam makes emphasis on the importance of
assessment in enhancing learner autonomy. He views that self-reflection and
evaluation make learners aware of their learning level and so they become more
motivated to improve it. However, Cotterall (2000) claims that the shift of
decision-making about learning from the teacher to learners is considered as
the most difficult challenge in fostering autonomy. Additionally, he suggests
five principles that help learners reinforce their control over learning and
improve their language proficiency. Firstly, in order to be supportive for
learner autonomy, the language course should reflect learners' goals, tasks and
strategies. The second principle is to make a link between the course tasks and
the language learning process. Thirdly, these tasks should be repeated or
performed as drilling activities. The next principle focuses on the use of
different learning strategies. Lastly, Cotterall views that curriculum-based
approach is helpful in promoting learner autonomy.
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I-Literature review on learner autonomy in
education
15-4-Reasons for fostering learner autonomy
For many teachers, autonomy becomes a desirable goal
especially in language classroom because it proves its efficacy that has
contributed positively to language learning. Dickinson (1994) says that:
«we see the achievement of independence in
learning as desirable, allowing the student to pursue his own learning
objectives in ways and at times which most suit him, and so we adopt the
additional teaching objective to teach the student how to
learn.»
(Dickinson, 1994:.2)
Another interesting reason for promoting learner autonomy is
added by Dickinson (1987). She adds:
«...there is convincing evidence that people who
take the initiative in learning (proactive learners) learn more things and
learn better than do people who sit at the feet of teachers, passively waiting
to be taught (reactive learners)...they enter into learning more purposefully
and with greater motivation.» (Dickinson, 1987:14)
In other words, learners involved in the learning process are
highly motivated. This makes them willing to learn and qualified for being
successful language learners. Whereas Candy mentions that:
«When learners are involved in making choices
and decisions about the content and the mode of what they are studying,
learning is more meaningful, and thus, effective.».(Candy,
1991:24)
However, Dafei (2007) confirms in his study that there is a
strong connection between learner autonomy and English proficiency. As he
states: «The results of the study indicate that the students' English
proficiency was significantly and positively related to their learner
autonomy.'' (Dafei, 2007:1). Furthermore,
this connection is affirmed by Little who says:
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