Autonomy and motivation: which comes first?

Abstract

When motivation has been discussed in relation to autonomy in language learning, it has often been put forward as a product of autonomy. This paper suggests a more complex relationship in which motivation in many cases precedes autonomy. It discusses some of the relevant literature and presents results from a large-scale study of Hong Kong tertiary students. The study aimed to assess students’ readiness for learner autonomy in language learning by examining their views of their responsibilities and those of their teachers’, their confidence in their ability to operate autonomously and their assessment of their level of motivation to learn English. It also investigated their actual practice of autonomous learning in the form of both outside and inside class activities. Results indicated that motivation played a key role in this readiness, and this led the authors to look at the relationship between autonomy and motivation as revealed in the study and in the literature. The findings lead the authors to conclude that motivation is a key factor that influences the extent to which learners are ready to learn autonomously, and that teachers might therefore endeavour to ensure motivation before they train students to become autonomous.

Perceptions of ELT Students Related to Learner Autonomy in Language Learning

“…In other words, it can be concluded that evaluating the course is an important responsibility to be acquired in language learning. This result is also supported by the study of Spratt, Humphreys, and Chan (2002), in which "evaluating the course" is found significantly an important responsibility for the learners.…”

Exploring the Construct of Learner Autonomy in Writing: The Roles of Motivation and the Teacher

“…Dickinson, 1995;Spratt, Humphreys, & Chan, 2002;Ushioda, , 2003. While motivation is acknowledged to be one aspect of learner autonomy in Oxford's (2003) taxonomy, the types of motivation in play are not specified.…”

Switches to English during French Service Encounters: Relationships with L2 French Speakers’ Willingness to Communicate and Motivation

“…These explanations may reflect the L2 speakers' attempts to minimize the gap between their ideal L2 self (i.e., a competent French speaker) and how the language switch encounter made them view their actual selves (i.e., a less than competent French speaker) (Dörnyei & Ushioda, 2009). The participants may have attributed the cause of the switch to an external catalyst rather than their own language skills in order to maintain a positive view of their actual selves and sustain their confidence to initiate future encounters in French (Pellegrino Aveni, 2007;Spratt, Humphreys, & Chan, 2002).…”