For more autonomy

June

“…Moreover, creating an autonomous learning environment is possible anywhere as long as teachers and learners are aware of learners' potential for autonomous learning. Aside from enhancing their language learning, autonomy also enables learners to understand the world from different perspectives and change themselves, when necessary (Kenny, 1993). In conclusion, additional research is needed on the relationship between language learning and autonomy (Benson, 2001).…”

A Brief Analysis of Teachers' Major Roles in Learner Autonomy in English Teaching

“…Little [3] sees learner autonomy as "essentially a matter of the learner"s psychological relation to the process and content of learning". Kenny [4] states that autonomy is not only the freedom to learn but also "the opportunity to become a person".…”

Linking Teacher Professionalism and Learner Autonomy Through Experiential Learning and Task Design

“…The second model, elaborated by Legutke and Thomas (1991) in their book Process and Experience in the Language Classroom, proposes taskbased learning projects as the experiential curriculum for ESL courses. The third model, described by Kenny (1993aKenny ( , 1993bKenny ( , 1996, is based on an "experiential syllabus," in which ESL students conduct investigative field research and develop a "piece of work" as the basis of their L2learning.…”

“…In many ways, Kenny's (1993b) scheme for experiential learning builds on Legutke and Thomas' (1991) model of project learning, but with greater emphasis on promoting learner autonomy and a specialized focus on the norms, practices, and discourse of academic research. Moreover, rather than seeking to distill the salient characteristics of experiential L2learning from an amalgamation of case studies across a broad range of ESL settings, as Legutke and Thomas and Kohonen (1992) have done, Kenny focuses on analyzing the theoretical foundations and practices of a single intensive English for Academic Purposes (EAP) program for science and engineering postgraduate students.…”

“…In Kenny's (1993b) model (Figure 3), "preparatory task-based work" in the first half of the EAP program is a means of building up the research tools, ways of thinking, and L2 discourse needed to identify topics for students' pieces of work or investigative research in the second half of the program. Briefly, preparatory tasks involve the analysis and writing of research texts, small-group aural and video interviews of researchers and their work, and the reporting and discussion of results in meetings of the class as a whole.…”