Experiences with Autonomy: Learners’ Voices on Language Learning

Abstract

This article focuses on the experiences of Grade 12 students using a language portfolio based on the principles and guidelines of the European Language Portfolio (ELP) in their second language classes in a large urban high school. As part of a larger action-research project, focus group interviews were conducted to gather data related to experiences and perceptions regarding second language learning. In particular, the research questions focused on the learners' experiences with the language portfolio and its potential role in contributing to learner autonomy. Three overarching themes emerged from the data collected from learners who participated in this study. These themes related to general perceptions of learning, to language learning experiences, and to experiences with the language portfolio. The article concludes with a discussion of the pedagogical linkages to learner autonomy and suggests implications for educators who wish to promote learner autonomy.

Perceptions of ELT Students Related to Learner Autonomy in Language Learning

“…However, relevant studies reveal that the learners do not always have sufficient experience in how to become an autonomous learner (Chan, 2001;. It should be noted here that promoting learner autonomy is accepted to be highly crucial for increasing the learners' awareness on language learning process, but there are limited studies that investigate the promotion of learner autonomy (Kristmanson, Lafargue & Culligan, 2013). On the other hand, Little (1991, p.7) states that learners should create their own purposes, determine the content, and the way the learning will occur by using their past learning experiences.…”

“…Therefore, investigating the role of gender on learner autonomy may provide valuable information to the literature. There are several studies conducted to investigate the learners' perceptions related to learner autonomy from different perspectives in different contexts (Chan, 2001;Reinders, 2010;Kristmanson, Lafargue & Culligan, 2013). However, gender and learner autonomy relation has not attracted the researchers' interests much, and thus, there are limited studies focusing on investigating the effects of gender on learner autonomy (Leathwood, 2006;Üstünoğlu, 2009).…”

Learner Autonomy and Vocabulary Development for Female Learners of English as a Foreign Language: Teachers’ Perspectives

“…Despite some concerns in relation to the accurate preparedness of promoting learner autonomy inside the classroom, the data yielded by Kristmanson, Lafargue, and Culligan (2013);Li (2015); Munzur (2012);and Schuster (2012) provide evidence of the need for autonomous learning in schools as it can be implemented using multimodal educational tools. These studies were designed to explore how assessment tools, such as building an English language portfolio and portfolio assessment, diaries, and private learning sessions, could support learner autonomy in vocabulary development.…”

“…Various approaches have been proposed to promote student autonomy in vocabulary learning, and learners' assessment of their own work has been shown to be most effective (e.g., Hargreaves, 2014;Kristmanson et al, 2013;Li, 2015;Yeung, 2016). Hargreaves' (2014) empirical study, which investigated how teachers develop their students' autonomous learning capacity by using classroom feedback, showed a positive effect on students' learning.…”

“…It is also evident from Dr. Khlood's classroom observation that she had created a student-centered atmosphere, where she encouraged students' inventiveness, contribution, and self-evaluation, which increases student engagement in learning (e.g., Hargreaves, 2014;Kristmanson et al, 2013;Li, 2015;Yeung, 2016). Dr. Khlood fostered autonomy approaches that prepared her students to do a critical reflection of given texts and independent learning choices, which assisted them in "transferring what they have learnt to other contexts of learning" (Pichugova, Stepura, & Pravosudov, 2016, p. 2).…”