The influence of the activity type and of the teacher in promoting autonomous learning in the language classroom

This presentation will relate the characteristics of autonomous learners to the types and general qualities of ELT activities that might prove useful in getting learners to take responsibility for their own learning. Drawing upon samples of students work, it will look at whether certain types of activity, both technology-based and more traditional, are more likely to enhance autonomous learning. In particular, the use of blogs and student-produced assessment tools, as means of developing autonomy, will be focused on in more depth. Alongside this, using data from interviews with and observations of teachers, the role of the teacher as facilitator, adviser and resource in the setting up and managing of activities which may nurture the process of autonomous learning is considered since, as Smith (2008) highlights, the teachers’ role, far from being diminished, is vital in developing autonomous learners. Finally, taking into account the above, activities through which classroom teaching can focus more overtly on promoting and developing autonomy will be suggested.

Reference:
Smith, R. (2008) ‘Key concepts in ELT: Learner autonomy’. ELT Journal 62/4: 395-397