Supporting Self-Directed Learning: A Framework for Teachers

Abstract

The language learning process is a complicated one, and although classroom study forms the backbone of this process for many learners, motivated students will also engage in their own language study independent of the teacher. This paper examines four aspects of the learning process that self-directed learners are generally understood to be able to navigate: planning, implementing, monitoring, and evaluating; it then suggests ways in which teachers can foster these abilities in the language learning classroom. By teaching specific strategies for different learning tasks, encouraging reflection and self-analysis, and raising learners’ awareness of their own learning processes in addition to features of the language they are studying, teachers can help learners to assume more responsibility for their own learning, and thus to become more effective language learners. In order to be successful, most language learners will have to engage in independent study to some degree to master a language; the growth of self-access centres in institutions around the world is a reflection of the importance of this process. Institutions and managers have realised that learners can only reach their full potential when they have the flexibility to study according to their own needs, learning styles, and interests, and that classroom-based learning scenarios are only a small part of the overall process of learning a foreign language. Of those learners serious about mastering a language, even those who do not have access to a state-ofthe-art resource centre will likely be engaging in their own self-directed study, independent of their class work or homework set by the teacher. This willingness to seek out their own learning opportunities and engage with the language on their own terms is a common theme seen in studies of identified “Good Language Learners” (Griffiths, 2008). Such good language learners often develop very effective strategies which help them make considerable progress in their language learning; however, for every successful, motivated, independent learner, there are many others who, despite their efforts, struggle to make meaningful progress or experience problems with self-motivation and lack of confidence in their study strategies. In these circumstances, the role of the teacher is vital. By providing support and guidance for learners, teachers can help their students develop the skills to be successful self-directed learners with clear goals, appropriate resources, and effective learning strategies. This paper aims to provide a framework to help teachers support their learners in developing autonomous learning skills which can enhance their language learning both inside and outside the classroom. It draws on the experience of the author, a Learning Advisor in a Self-Access Learning Centre in Japan, in encouraging learners to analyse their own situations and develop the skills to be able to take full control of their own learning process. While a self-access centre in which learners are aware of the need to make their own decisions about their learning may Language Education in Asia, 2010, 1(1), 158-170. http://dx.doi.org/10.5746/LEiA/10/V1/A14/Thornton Language Education in Asia, Volume 1, 2010 Thornton Page 159 be an ideal environment for learners to engage in such analysis, classroom teachers can also foster independent learning skills in their students in a similar fashion by incorporating simple activities into their lessons and encouraging self-analysis during classroom tasks.