Learners as Researchers of their Own Language Learning: Examples from an Autonomy Classroom

Leni Dam

doi:10.37237/090303

Abstract

Learners have in the past quite often been involved in research projects as co-researchers, and have, for example, provided researchers and teachers with data. This paper describes how learners can be systematically supported in becoming researchers of their own language learning in an autonomy classroom. In doing so, the similarities between the work/research cycles involved when developing language learner autonomy and when supporting learners in becoming researchers of their own language learning are exemplified. Furthermore, useful and necessary tools and pre-requisites for the two parallel processes in question are pointed out and illustrated. After two examples with learners as co-researchers at beginners’ level and one example of a complete research cycle from one student at intermediate level, the paper concludes that a learner developing his or her autonomy is at the same time researching his or her own language learning. As a corollary the teacher’s role changes from an action researcher to a co-researcher in the autonomy classroom.

Highlights

There is a tendency for the role of learners to change when it comes to researching language learning and teaching
It describes and exemplifies how learners can systematically be supported in becoming researchers of their own language learning in an autonomy classroom
An autonomous learning environment will prepare learners for lifelong learning – an important issue when the talk is about a continuous language development outside institutional environments: No school, or even university, can provide its pupils or students with all the knowledge and the skills they will need in their active adults lives. ...It is more important for a young person to have an understanding of himself or herself, an awareness of the environment and its workings, and to have learned how to think and how to learn (Trim, 1988, p. 3)

Summary

Introduction

There is a tendency for the role of learners to change when it comes to researching language learning and teaching. It describes and exemplifies how learners can systematically be supported in becoming researchers of their own language learning in an autonomy classroom. A simplified model for developing learner autonomy The steps in the work cycle in the centre of the model—planning what to do / carrying out the plans / evaluating the outcome / deciding on ‘ step’—are phases included in any teaching / learning environment.

Results

Conclusion