Entrance/Exit Slips and Learner Autonomy

Abstract

English Language and Literature classroom can be effective only when it is a learning- focussed, learner-centred, interactive classroom. Learner participation, specific outcome of learning, and interaction can be achieved only through learner autonomy. Learner autonomy requires a high degree of learner responsibility to own their learning process. Entrance slips and exit slips can be exploited as a means to promote learner autonomy. These slips crystallize their belief systems, check their understanding of content concepts, inform the teacher about learners’ needs, and provide input and basis for classroom interaction. Interaction in language and literature classrooms calls for articulation of learners/readers’ views on the listening, reading, and writing process as part of textual interrogation and critical response. The present empirical study investigates the efficacy of these slips in BA English Major Class where students learnt basic literary terms and forms.