Supporting the Development of Autonomous Learning Skills in Reading and Writing in an Independent Language Learning Centre

Hazel L W Chiu

doi:10.37237/030305

Abstract

This article draws on observations, examples and findings from previous action research and teaching experiences gathered in an independent language learning centre in a university in Hong Kong to explore strategies for supporting independent learning. The learning centre offers one-to-one and small-group learning sessions to support the development of independent learning skills in various areas. This discussion will explore particularly the focuses of reading and writing skills development. These learner-centred support sessions aim to develop awareness of different types of learning strategies to suit individual learning needs, and cultivate interest and ability for continuous self-learning. The benefits of a semi-structured scaffolding format with attention to individual learning differences and supported by technology will be highlighted.

Highlights

The concept of “autonomy”, which involves the situations, skills and capacity in directing one’s own learning (Benson & Voller, 1997), has been used in different ways in language education to suit specific contexts
Benson (1992) makes a distinction between self-access and self-directed learning. He suggests that the former refers to the design and organisation of resources, whereas the latter calls for certain skills that the learner needs to apply in a learning situation
“independence” seems to be quite similar in meaning to “autonomy”, Benson & Voller (1997) point out that the former denotes freedom from reliance on others, while the latter indicates the ability to make one’s own decisions about what to do without being influenced or instructed to do so. The latter word implies freedom from external control, which is often hard to achieve, in current educational contexts where institutional authority often precedes individual learning preferences. In her discussion of shifting perspectives in independent language learning (ILL), White (2011) points out that in the current educational context where emphasis is put on lifelong and life-wide learning, new dimensions on ILL should receive more attention

Summary

Enhancing clarity by elaboration Type of writing

Sample text: Online Reputation Systems (ORS), in which feedbacks of the buyers are collected, analysed and presented, which enable the good reputation of the sellers. Students need to first read a short fiction or non-fiction extract for 10 to 15 minutes They follow through with the activities suggested in the task sheet to discuss answers to a few questions to enhance their understanding of the text and the context of the extract. Discussion task/topic The topics in the discussion tasks are designed in a way which can help students interact quite independently without too much scaffolding from the teacher concerning topics that connect to their own lives, as well as to major themes in the book These topics can be connected to the other non-language learning outcomes promoted in today’s inclusive university curricula, such as critical thinking skills, cultural appreciation, whole-person development, lifelong learning, global outlook, sense of ethical conduct and social responsibility. Students felt that they gained a better understanding of the book at the end of the reading sessions and some of them indicated that they would be interested in reading the book later or watching the film adaptation of the book

Conclusion

Notes on the contributor

Part B: Language problems analysis