Autonomy and strategy use in distance foreign language learning: Research findings

Abstract

The predominant context for strategy research over the last two decades has been language learning situated in a conventional classroom environment. The strategies learners use in self-instruction contexts and the degree of autonomy they exercise to develop foreign language skills without the help of a teacher or learning group have received little attention. This paper examines results from a comparative study of the strategies of distance and classroom foreign language learners (French, German, Japanese and Chinese) enrolled in a dual-mode institution. Data on strategy use is gathered through a questionnaire ( N = 417) and one kind of verbal report procedure, the yoked subject technique ( N = 37), and is analysed using a refined version of the metacognitive, cognitive, social and affective model (O'Malley and Chamot, 1990). Results indicate that mode of study is the predominant influence on metacognitive dimensions of strategy use, ahead of age and level of study. The distinctive use of metacognitive strategies, particularly self-management strategies, by distance learners is illustrated using extracts from the verbal reports, and the discussion focuses on the contribution made by such strategies to the development of autonomy in language learning.