Autonomous Language Learning in a Work-cycle: Learners’ Perceptions, Beliefs and Behaviors

Shirin Sadaghian,S Susan Marandi,Hasan Iravani

doi:10.37237/110202

Shirin Sadaghian, S Susan Marandi + Show 1 more

Open Access

https://doi.org/10.37237/110202

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Abstract

The present study reports on an attempt to apply the principles of autonomous learning within the curriculum of an online course for teaching English to Iranian adult language learners. The contents of the course (i.e. general English) were delivered using work-cycles (Legenhausen, 2003) and were completed in the form of students’ projects. Each work-cycle started by setting personal learning goals in the planning and negotiation phase, deciding on the project in the decision-making phase, completing the actual project in the project phase, followed by an evaluation of the outcomes in the evaluation phase. Different phases of the cycle fitted autonomous learning framework, enabling the implementation of the principles of learner autonomy. Finally, after the actual implementation of the principles of learner autonomy through work-cycles, learners’ perceptions were assessed to estimate the efficiency of autonomous learning using work-cycles which revealed an overall positive pattern of beliefs. However, despite general success of work-cycles in implementing autonomous learning, a gap between learners’ autonomous beliefs and behaviors was observed which necessitates further preparation in the form of awareness-raising.

Highlights

Their findings indicated that to enhance the effectiveness of autonomous learning through computer assisted language learning (CALL), learners should be prepared for accepting the concept of autonomy
The implications of the current study could be used in designing language learning programs aimed at teaching content and fostering learner autonomy at the same time
The current study aimed at filling the gap in the literature regarding the absence of actual practices for training autonomous language learners

Summary

Literature Review Language Learner Autonomy

In his seminal work, Littlewood (1996) presents a framework for fostering learner autonomy in language classes. The procedural principles aim at providing a structure to the procedures of language learning and supporting the learners’ feeling of security and of control over the process Based on these principles, Legenhausen (2003) presents work-cycles that are units of teaching which are not merely based on delivering content, but on incorporating learners in the process of learning by asking them to choose content in the first phase, and allowing them to set personal learning goals and complete their projects based and evaluate the outcome. In another study focusing on autonomy in online teaching and learning, Mutlu and ErozTuga (2013) attempted to develop learner autonomy using a language environment equipped with technology and measuring autonomy through five indicators of motivation, responsibility, out of class study, and learning strategies Their findings indicated that to enhance the effectiveness of autonomous learning through CALL, learners should be prepared for accepting the concept of autonomy. In her study about autonomous learning, Fanany (2005) maintains that the ability of students to make use of technology without regular supervision offers great potential for the enhancement of autonomous learning and the encouragement of students’ responsibility for independent learning

Method Design

Results and Discussion

Motivation Confusion

Conclusion

Limitations