Fostering Autonomy in Language Learning

Fostering Autonomy in Language Learning Edited by David Gardner Fostering Autonomy in Language Learning Edited by David Gardner ISBN 978-605-4389-05-6 © Copyright 2011 The copyright of the individual papers in this book rests with the authors. This is a refereed publication Each paper in this book has been selected through a process of peer-review consisting of a blind review of the full paper (63% acceptance rate). Origin of the papers The papers in this book started life as presentations at the international conference entitled: If We Had to Do It Over Again: Implementing Learner Autonomy in the 21st Century held at Zirve University, Turkey 1st - 3rd June 2010. The papers have since undergone a process of change based on: peer-feedback at the conference, peer-review and editing. Content of the papers The authors maintain sole responsibility for the content of their papers. The editor and conference host institution do not necessarily share or endorse the ideas expressed nor take responsibility for the use of data or sources in the papers. Location of this book This book is hosted by the Faculty of Education at Zirve University, Gaziantep, Turkey. It can be accessed electronically at: http://ilac2010.zirve.edu.tr Citing papers in this book The following is offered as an example of citing a paper from this book using the APA style, 6th edition: Murray, G. (2011). Metacognition and imagination in self-access language learning. In D. Gardner (Ed.), Fostering autonomy in language learning (pp. 5-16). Gaziantep: Zirve University. Retrieved from http://ilac2010.zirve.edu.tr Fostering Autonomy in Language Learning Contents Introduction 1 David Gardner Part 1: Observing learner autonomy 4 1. Metacognition and Imagination in Self-Access Language Learning 5 Garold Murray 2. Autonomy and Context: A tale of two learners 17 Linda Murphy 3. The Place of Grammar in an Autonomous Classroom: Issues and 27 research results Lienhard Legenhausen Part 2: Promoting learner autonomy 39 4. Developing Learner Autonomy with School Kids: Principles, 40 practices, results Leni Dam 5. EFL Learner Autonomy as it Emerges in Drama Projects 52 Gary Scott Fine & Peter J. Collins 6. Tools to Enhance Second Language Writing Autonomy: Can we 64 do things better? Chantal M. Dion 7. Portfolio Assessment: A tool for self-directed learning at post- 76 secondary Level Mehdi Mahdavinia & Laya Nabatchi Ahmadi 8. Verbalization Plus Automatization Plus Autonomy: A simple 90 formula for learner autonomy Jonathan Aliponga, Craig Gamble & Shirley Ando 9. The Contribution of the European Language Portfolio to 99 Autonomy in Reading Skills Ali Göksu & Bilal Genç Part 3: Perceptions of learner autonomy 106 10. The Effects of Out-of-Class Use of English on Autonomy 107 Perception Özlem Bayat 11. Egyptian Students’ Readiness for Autonomous Language 115 Learning Ghada Hozayen 12. Exploration of How Students Perceive Autonomous Learning in 126 an EFL Context Gökçe Dişlen 13. Autonomous Language Learning: Turkish tertiary students’ 137 behaviours Hidayet Tok Part 4: Teacher education for learner autonomy 147 14. In-service Teacher Development for Facilitating Learner 148 Autonomy in Curriculum-based Self-access Language Learning Conttia Lai 15. Changing Teacher Beliefs and Attitudes Towards Autonomous 161 Learning Birsen Tütüniş 16. Classroom Texts and Tasks for Promoting Learner Autonomy in 166 Teacher Education Programs: A postmodern reflection on action Arda Arıkan 17. Teacher Trainees’ Autonomous Development Through Reflection 173 Yukie Endo Part 5: Self-access centres for learner autonomy 185 18. Looking in and Looking out: Managing a self-access centre 186 David Gardner 19. Evaluating Learning Gain in a Self-Access Centre 199 Ellie Y.Y. Law 20. Literacy Practices at a Mexican Self-Access Centre 214 María del Rocío Domínguez Gaona Part 6: Technology for learner autonomy 224 21. What’s the Story? Motivating e-Learners with Fiction 225 Peter Prince 22. ICT-Based Teacher-Facilitated and Self-Directed Learning for 233 Mother Tongue Languages Arfah Binte Buang 23. Learner Autonomy Online: Stories from a blogging experience 240 Arda Arıkan & Arif Bakla 24. Learner Autonomy and Computers in a Mexican Self-Access 252 Centre Myriam Romero Monteverde & Maria del Rocío Domínguez Gaona Complete Reference List 261 __________________________________________________________________ Acknowledgements I would like to acknowledge the contribution of the following people in bringing this publication to fruition: Hidayet Tok, the Conference Chair of If We Had to Do It Over Again: Implementing Learner Autonomy in the 21st Century, the conference held at Zirve University, Turkey (June 2010) at which the papers in this book started their lives. As well as his instrumental role in organising the conference, he has acted as a focal point for the submission of papers and has patiently encouraged the editorial process to keep it moving forwards. Mehmet Boyno, who was such a key figure in the organisation of the conference. He is a good friend to so many “autonomy people” and pops up at conferences and other events around the world where he is always welcomed for his personal warmth and professional insights. The conference plenary speakers, for setting the tone of reflection which pervades the papers collected here. The authors of the papers in this book, who responded quickly to my questions and suggestions. My family, who have put up with me not giving them my full attention while editing this collection. Zirve University, an institution with the foresight to invite an impressive body of colleagues interested in the field of learner autonomy to come together to share their thoughts. And who have graciously hosted this publication on their website. The group of Gaziantep businessmen who invited the conference plenary speakers to an unforgettable evening of dinner and conversation. Although they may not appear, at first sight, to have directly contributed to bringing this publication to fruition they enhanced further an already positive impression of Turkish hospitality, memories of which have spurred me on in the editing process. It was my first visit to Turkey and I hope it will not be the last. David Gardner March 2011, Hong Kong vi __________________________________________________________________ Introduction David Gardner The papers in this book originated at a conference held in June 2010 at Zirve University, in Gaziantep, Turkey. The title of the conference, If We Had to Do It Over Again: Implementing Learner Autonomy in the 21st Century, was remarkably insightful as it hints at a “passing of the torch” moment in the field of autonomy in language learning. The combined age of the plenary speakers would be too frightening to calculate but it is probably safe to say that the majority of us have more years of working with learner autonomy behind us than ahead of us. This is a good thing because it represents a maturity in the field which is witnessed by the quality of the academic and professional work being undertaken and by the increasing literature. The conference served its purpose beautifully by juxtapositioning young and old, old and new, looking back and looking forward. This allowed the lessons of the past to be reviewed for the benefit of those who are relatively new to the field and the exciting new prospects of the future to be reviewed for those who may not yet have seen them coming. This book captures the diversity of the conference with papers ranging from those based on a career of experience to others reporting relatively modest experiments with learner autonomy and everything in-between. Tempting as it might be for readers to see which of the authors in this book are “passing the torch” and which are receiving it, I have not arranged the papers in that way for three good reasons. Firstly, I fear authors might be offended by being assigned either of those labels and may never speak to me again (and I would have to agree with them). Secondly, and more importantly, such grouping might suggest a priority of importance in the papers which would be inaccurate. All the papers selected for this book have their own importance whether written by veterans in the field or anybody else. Thirdly, I have grouped the papers in what I hope is a more significant way. The theme of this book is fostering autonomy in language learning. The papers have been grouped into six parts each representing a different aspect of researchers’ and practitioners’ attempts to understand, explain, support and develop learner autonomy in language learning both within the taught curriculum and outside it. Part 1, Observing Learner Autonomy, contains papers describing situations in which evidence of learner autonomy can be seen in authentic contexts. These are important papers not only because they detail so carefully evidence of developing autonomy in individuals or groups but because they offer us, as readers, the opportunity to reflect on different facets of learner autonomy and, thus, think about ways in which it can be fostered. The papers in Part 2, Promoting Learner Autonomy, deal with approaches to developing learner autonomy in various contexts. There is considerable diversity in this section which is not surprising given the wide range of contexts in which the authors work and, indeed, this is representative of the widely ranging situations in which learner ~ 1 ~ David Gardner autonomy is promoted throughout the world. This is also the largest section in the book and this is, perhaps, not surprising given the ongoing preoccupation throughout our profession with how to promote learner autonomy. Part 3 of the book, Perceptions of Learner Autonomy, contains papers which look at aspects of learner autonomy from the viewpoint of learners. These papers look at what students say about autonomy, whether their behaviour shows signs of learner autonomy and how ready they are for autonomy. These papers allow us to see learner autonomy through learners’ eyes and also provide insights into the effectiveness of some attempts to promote learner autonomy.

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