The Social Dimensions of Learner Autonomy and Self-Regulated Learning

Abstract

This paper examines how learner autonomy and self-regulated learning might be related by comparing and contrasting the two constructs. After identifying the traits learner autonomy and self-regulated learning have in common, I argue that in order to understand how they differ we have to look beyond a discrete point comparison of their features. Given that both areas of inquiry have been broadening their focus on the individual learner to include greater recognition of the role of the social environment in the learning process, I expand the scope of my analysis to include their social dimensions. In the ensuing discussion, I explore the notion that their social dimensions encompass emotional, spatial and political dimensions. To illustrate my points, I draw on data from an ethnographic inquiry investigating the experiences of Japanese English foreign language learners participating in a social language learning space on the campus of a large national university. The paper concludes by examining the implications of this theoretical discussion for pedagogical practice and further inquiry.

The Development of FL Oral Production and Autonomy Through Peer Collaboration and the Use of ICT

“…The project we present here drew from literature in the fields of autonomy and interdependence (Benson, 2000;Kohonen, 1992;Little, 1996;1997), the social dimension of autonomy (Murray, 2014) and social learning spaces (Allhouse, 2015;Croker & Ashurova, 2012;Heigham, 2011;Murray & Fujishima, 2013;Murray;2014). In the following subsections we discuss the ideas from this literature which informed our decisions.…”

“…We view autonomy according to researchers such as Benson (2011), Kohonen (1992), Little (1996), Murray (2014), who understand that autonomy implies interdependence. This view is in line with the socio-historical perspective of learning (Vigotski, 1998a;1998b), more recently reinterpreted and referred to as sociocultural theory (Wertsch, 1991;Rogoff, 1995).…”

“…Therefore, we understand autonomy as the capacity to take control over one's own learning (Benson, 2011), but we focus on the social dimension of autonomy (Murray, 2014), and conceive interaction as well as collaboration as central concepts in our project. We also believe, in agreement with authors such as Benson (2000), Dam (2000), Little (1997) and others, that the development of autonomy involves reflection, assessment and self-assessment.…”

“…The aim of the paper is twofold: first, to describe the course of action designed for this context, drawing from literature on learner autonomy The purpose of this paper is to present an ongoing research project that has been conducted in a teacher education program in Brazil and its preliminary results. The project investigates how learner autonomy and oral production are promoted through peer collaboration in a social learning space (Allhouse, 2015;Heigham, 2011;Murray, 2014).In Brazil, spoken English is seldom used outside the university, and most learners do not have opportunities to practice the language beyond the classroom.In foreign language (FL) teacher education classes, students' English language proficiency levels vary widely. Since all the students in FL teacher education programs seek to become FL teachers, they need to be competent in English and engage themselves in the teaching and learning process.…”

“…The aim of the paper is twofold: first, to describe the course of action designed for this context, drawing from literature on learner autonomy The purpose of this paper is to present an ongoing research project that has been conducted in a teacher education program in Brazil and its preliminary results. The project investigates how learner autonomy and oral production are promoted through peer collaboration in a social learning space (Allhouse, 2015;Heigham, 2011;Murray, 2014).…”