Self‐Directed Learning Contracts to Individualize Language Learning in the Classroom¹

Abstract

This paper discusses the form and use of learning contracts in second language teaching and learning. It suggests that learning contracts are an ideal means to offer language learners greater opportunities to work toward, and achieve, individual goals. Learning contracts are discussed within the framework of self‐directed learning. A brief definition of self‐directed learning is followed by a discussion of the purpose and function of learning contracts and the role of instructors and learners who use them. Guidelines for implementing learning contracts are supported by sample contracts. The discussion shows how learning contracts allow learners and instructors to work together to help learners work toward personal language learning goals.

Let's tweet in Chinese! Exploring how learners of Chinese as a foreign language self-direct their use of microblogging to learn Chinese

“…When implementing a classroom learning activity through an online social medium such as Twitter, most of which takes place outside the physical classroom, it is necessary for students to be selfdirected in their practice on the basis of their individual needs and interests. However, as is pointed out in other studies on self-directed learning, students might lack the knowledge and skills that are required for self-directed learning, skills like planning, monitoring and reflecting (Grow 1991;McGarrell 1996;Ife 2000). Particularly in the initial stages, students need to learn how to self-direct their own learning, with guidance being provided by certain tools such as learning contracts (McGarrell 1996;Lee 1998).…”

“…However, as is pointed out in other studies on self-directed learning, students might lack the knowledge and skills that are required for self-directed learning, skills like planning, monitoring and reflecting (Grow 1991;McGarrell 1996;Ife 2000). Particularly in the initial stages, students need to learn how to self-direct their own learning, with guidance being provided by certain tools such as learning contracts (McGarrell 1996;Lee 1998). A learning contract guides students in defining individual learning needs, helping them specify what they want to learn, and supporting them in making plans to gear themselves towards their objectives.…”

“…On the one hand, learning is initiated by individual learning needs; on the other hand, learning requires active construction of meaning through social interaction (Lave and Wenger 1991). In foreign language learning, the view that learners self-direct their learning based on individual needs (McGarrell 1996;Gan 2004) and the view that learning takes place via social interaction have been widely applied (Oxford 1997;Swain et al 2002;Kaufman 2004). However, little attention has been paid to designing learning activities that consider both of these at the same time.…”

Scaffolding Self-Regulation in an Online English Language Course: Utility of Contract Learning

“…For feedback to be effective, the instructor needs to individualize the feedback and modify her teaching based on learners' needs. Consequently, as part of contract learning, the instructor gives feedback on learners' goal accomplishment, provides feedback for the assignments, and encourages them in the event of setbacks (McGarrell, 1996). However, feedback alone is not enough.…”