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To acknowledge, however, that learners have to follow certain
paths to attain autonomy is tantamount to asserting that there has to be a
teacher on whom it will be incumbent to show the way. In other words,
autonomous learning is by no means "teacherless learning." As Sheerin (1997,
cited in Benson & Voller, 1997: 63) succinctly puts it, '[t]eachers--have a
crucial role to play in launching learners into self-access and in lending them
a regular helping hand to stay afloat'. Thanasoulas (2000).
9-Autonomous learner characteristics
As KADI(2018:10-11), Holec defines the autonomous learner; in
his famous book Autonomy and Foreign language Learning, as:
«To say of a learner that he is autonomous is to
say that he is capable of taking charge of his own learning and nothing more...
to take charge of one's learning is to bear responsibility for all the
decisions concerning all aspects of this learning.» (Holec,
1981:3)
In the same context, Holec (1988) mentions that:
«...the autonomous learner is not automatically
obliged to self-direct his learning either totally or even partially. The
learner will make use of his ability to do this only if he so wishes and if he
is permitted to do so by the material, social and psychological constraints to
which he is subjected.» (Holec, 1988:8)
However, Little has a different point of view about autonomous
learners he says that:
«Autonomous learners can understand the purpose
of their learning program, unequivocally recognize the conscientiousness for
their learning; divide the set of learning objectives, take initiatives in
planning and implementing learning activities, and regularly review their
learning and evaluate its effectiveness.» (Little, 1991:11)
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Moreover, Kumaravadivelu is for Little's definition and
argues that: «supporting learners to be autonomous means providing them
with more opportunities to be successful.» (Kumaravadivelu,
2003:131).
Whereas for Nunan, he sees that: «Learners who
have reached a point where they are able to define their own goals and create
their own learning opportunities have, by definition, become
autonomous.» (Nunan, 1995:145). Arguing
that autonomous learner is the one who is able to find the best strategy to
learn and to be successful. For Huttunen:«A learner is fully autonomous
when he is working individually or in a group, taking responsibility for the
planning, monitoring and evaluating of his studies.» (Huttunen,
1986:95). In the same context, Candy (1991) views that autonomous learners
have some competencies. These competencies make them characterized by
particular features such as; methodical, logical, reflective, flexible,
self-aware, creative, responsible, self-sufficient, etc.
On the other hand, Benson suggests that:
«Autonomous learners are more educated
individuals who have the ability to take the charge and contribute not only to
their learning process, but also in their social life.» (Benson,
2001: 01).
However, Thanasoulas (2000) defines the autonomous learner
like somebody whose life has a consistency that drives from a coherent set of
beliefs, values and principles and also who engages in a still-continuing
process of criticism and reevaluation. Therefore, autonomous learners do not
confine themselves only to instructions, methods, or materials given by
teachers inside classroom; instead, they take the charge and promote their
learning process by themselves. They choose the appropriate tools and materials
and decide whether it is effective for their learning or not.
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