Module: Learner Autonomy
Learning Circle task
Week 1
Group member: Anara, Meili, Nadeyah, Nancy (Secretary), Suzie
Generally our group found Benson’s article difficult to read because the way he linked concepts/ ideas together is confusing. For example, we could see that the main three versions of learner autonomy being discussed in Benson’s article are based on technical, political, and psychological point of views. Meanwhile, we also understand that three approaches to knowledge and learning being described formed positivism, constructivism, and critical theory. However, what we found difficult to follow is the logic in that he created a framework to present his view about leaner autonomy. We felt that the correspondence he was trying made is to some extent so complicated that it is not possible to follow unless they are put in graphs, models, or charts.
Some of our group members found two concepts mentioned in Barbara’s article new to them. Firstly, it is used to be thought that the focus of learner autonomy in the West is placed on collaboration rather than individual. However, it is mentioned in Barbara’s article that in fact it was the other way around. Secondly, the idea that “developing autonomy requires conscious awareness of the learning process” is thought to be interesting (Sinclair et al., 2000:9). To some of us, learners’ autonomy can be to some extent at a subconscious level and learners themselves might not be aware of their autonomy when they make certain decisions. For example, some of us mentioned that they learnt to be autonomous in decision making through their upbringing. Therefore, when they went to school they tend to be independent in their learning, which consequently led them to develop their own learning strategies.
For example, a group member thought herself as highly autonomous when she wanted to enhance her listening skills. She listened to English learning programs almost every day for nearly six months and found her listening skill improved dramatically. She also mentioned that one of the factors that motivated her to keep this habit is because that she likes English. Another group member talked about that she has been watching English TV episodes for a period of time largely because she likes English and the episodes she has been watching provides good example of English language. One of our group members also mentioned that she improved her knowledge in using and understanding classical Arabic through watching TV episodes and reading newspaper. All of them considered themselves to be autonomous in their language learning process because they all developed their strategies to learn.
Although most of us are independent in our learning process, not many have an opportunity or are able to introduce activities that would promote learner autonomy. Only one group member shared her experience in applying the concept in her teaching practice. She mentioned that her students were allowed to learn English in their own ways as long as they are capable of passing tests or exams. For example, some of her students chose to learn and practice through doing drills and their decisions made is respected.
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I'm afraid that the Benson (1997) article can be difficult to follow at first. it can be criticised for its too neat categorisation of versions of autonomy. They do not, I believe, exist as separate entities, but shoud be viewed as different parts of the whole concept of autonomy.
ReplyDeleteI think in my article I said that the Western view of autonomy in language learning used to be more focused on the individual, but that recently this had changed to a greater awareness of the social dimension of learning.
As for the idea that autonomy needs to be conscious, I think there is a need for conscious awareness and reflection in the development stage. This is important so that learners can then evaluate a strategy and decide whether it is of use to them or not in another learning situation. What tends to happen, though, is that once we have found ways of learning that we think are worth doing, and we use them over and over again, they become automatic, i.e., we don't think about them too much. This is especially true when we are very motivated by something, such as watching DVDs in the target language, because we do it more often.
I think it is important to respect students' views about howe they wish to learn, but I would hope that their decisions were based on knowledge about themselves as learners and how to learn.