Abstract
The aim of this study is to present a lesson and sample materials to provide language teachers with opportunities to enhance and maintain learner autonomy for young learners in English language teaching classes. To this end, a traditional short story for children was chosen, and activities were created to help young learners develop a deeper sense of language awareness as well as encourage them to control their own learning. Initially, this practical paper introduces the theoretical background to the study. It then presents the methodology section where a model that promotes learner autonomy is briefly described and, subsequently, the procedure section where the activities involved in the lesson plan are defined along with their relevance to learner autonomy. In the end, following the class observations, several implications and practical suggestions are provided.
Highlights
In order to assume responsibility for their own learning and undergo a change of attitude towards their self-regulation, learners, young learners, need guidance from their teachers
Research shows that self-regulated learning skills can be developed even at the primary school level (Dignath et al, 2008) and that language learners are often inclined towards autonomy (Balçıkanlı, 2008; Kaya, 2016; Şakrak-Ekin & Balçıkanlı, 2019)
As pointed out by Paris and Paris (2001), “direct explanations about cognitive strategies, metacognitive discussions, and peer tutoring” can be beneficial to students at any age (p. 99). When considered, these skills should be experienced at a relatively early age; the onerous task of promoting learner autonomy is assigned to the teachers (Dam, 2003)
Summary
In order to assume responsibility for their own learning and undergo a change of attitude towards their self-regulation, learners, young learners, need guidance from their teachers. As they learn how to plan, organize, monitor and evaluate their own learning processes, they ensure lifelong learning and success in language learning. Nunan (2013) offers a model that can be utilized to promote autonomy, considering the benefits and appropriateness for young learners According to this model, autonomy can be implemented under the guidance of five levels of implementation: (1) awareness, (2) involvement, (3) intervention, (4) creation, and (5) transcendence. Following Nunan’s (2013) model, this exemplary study aimed to offer teachers an autonomy-supportive, practical lesson for young learners which can be replicated in different contexts
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