A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili) A dissertation presented to the faculty of The Patton College of Education In partial fulfillment of the requirements for the degree Doctor of Philosophy Patrick O. Mose December 2016 © 2016 Patrick O. Mose. All Rights Reserved. 2 This dissertation titled A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili) by PATRICK O. MOSE has been approved for the Department of Educational Studies and The Patton College of Education by David Richard Moore Professor of Educational Studies Renée A. Middleton Dean, The Patton College of Education 3 Abstract MOSE, PATRICK O., Ph.D., December 2016, Instructional Technology, Educational Studies A Phenomenological Study of Learner Autonomy in Less Commonly Taught Languages (Swahili) Director of Dissertation: David Richard Moore Learner autonomy is a fundamental phenomenon in the teaching and learning of languages. The growth of digital technology and the Internet appears to have changed the manifestation of learner autonomy, particularly in Less Commonly Taught Languages (LCTLs). The purpose of this phenomenological research study was to examine the experiences of LCTL instructors and students by discussing how LCTL instructors and students describe the phenomenon of learner autonomy, investigating what strategies are perceived to promote learner autonomy in LCTLs and report on how to create more opportunities for promoting learner autonomy. The researcher applied a qualitative phenomenological approach to gather and analyze data through memoing and interviewing nine participants. Three themes emerged from the data: description of learner autonomy; authentic language-learning experiences; and strategies for promoting learner autonomy. Overall, motivation, authentic experiences, and use of technology were identified to play a vital role in promoting learner autonomy. Data generated from this study lead to recommendations for utilizing personalized instructional design principles for learning that allows language learners to collaborate using technology tools that promote engagement, create an authentic language-learning environment for language 4 learners, and exploiting iPedagogy opportunities presented by the 21st century technological tools that foster autonomy and encourage learner control. 5 Dedication This dissertation is dedicated to my late father Zephaniah Mose who longed to receive me back with a Ph.D. but passed on a day after my defense, my late brother Kennedy Mose, late sister Elizabeth Mose. They had similar virtues of discipline, passion, hard work and humility. I’m humbled that this achievement symbolizes what you stood for in our family! 6 Acknowledgments Along my Ph.D. journey, I learned and experienced that collaboration is the magic ingredient for becoming an autonomous person. I would like to express my sincere gratitude to all who were involved whether intentional or incidental in helping me in this immense undertaking. This dissertation would have been impossible without the support, help, and encouragement of my advisor, committee members, friends, colleagues, and family. You always inspired me to finish and move on with life. Dr. David Moore, my advisor, mentor, and chair of my dissertation committee, I am deeply grateful for your thoughtful invaluable guidance, help and support you provided. Your research passion is contagious. I have grown as a person and scholar through your dexterous thought-provoking ability. As for my committee, the best in the world, I could not be happier with another team. Dr. Greg Kessler, Dr. Teresa Franklin, Dr. Krisanna Machtmes, and Dr. Eugene Geist, you made a phenomenal team, learning much from you is an understatement. Special thank you to Dr. Greg Kessler for tirelessly facilitating my funding for four years and your open door policy to a discussion. Darling, Olena Zastezhko and my Princess Amirah Mose-Zastezhko, thank you for enduring without me when I spend long nights and days in this study. My mama – Mary Kemunto Mose, you worked so hard bringing me up, and you always prayed and encouraged me. Nyasae agosesenie, mbuya mono! Tata – Zephaniah Mose – a hardworking and humble disciplinarian. You passed on a day after my defense; I am confident that you are rejoicing in heaven for what I have achieved. For sure, without 7 your tough love, I would be nowhere. Now I understand why you inculcated my siblings with an educational appetite! I am also grateful to my colleagues at Ohio University’s Language Resource Center, my Instructional Technology cohort, and my nine research participants who created for me generous interview time. I would like to thank Professor William Littlewood for allowing me to use his autonomy framework in this study. Special appreciation to Sally Hatfield for diligently proofreading my dissertation, I can’t say thank you more. Most of all, I owe my gratitude to the Almighty God for giving me life and strength. The Lord will always be the anchor of my soul. 8 Table of Contents Page Abstract ............................................................................................................................... 3 Dedication ........................................................................................................................... 5 Acknowledgments ............................................................................................................... 6 List of Figures ................................................................................................................... 12 Chapter 1: Introduction ..................................................................................................... 14 Background of the Study .............................................................................................. 14 Problem Statement ........................................................................................................ 18 Purpose of the Study ..................................................................................................... 19 Theoretical Framework ................................................................................................. 20 Significance of the Study .............................................................................................. 21 Delimitations of Study .................................................................................................. 22 Limitations of Study ..................................................................................................... 23 Definition of Terms ...................................................................................................... 24 Organization of the Study ............................................................................................. 27 Chapter 2: Literature Review ............................................................................................ 28 Learner Autonomy ........................................................................................................ 28 Philosophical Perspectives of Autonomy ..................................................................... 30 Learner Autonomy and Related Concepts .................................................................... 31 Benefits of Learner Autonomy ..................................................................................... 32 Fostering Learner Autonomy ........................................................................................ 33 Autonomy and Computer Assisted Language-learning ................................................ 35 21st Century Competencies ........................................................................................... 39 Less Commonly Taught Languages (LCTLs) .............................................................. 43 Review of Related Studies ............................................................................................ 46 Concluding Comments ................................................................................................. 50 Chapter 3: Conceptual Framework of Model ................................................................... 52 Framework of Learner Autonomy Development .......................................................... 52 Framework for 21st Century Learning .......................................................................... 55 9 Phenomenological Research Design ............................................................................. 57 Philosophical Background ............................................................................................ 58 Phenomenological Processes ........................................................................................ 60 Choice of the Research Design ..................................................................................... 62 Strategies for Establishing Rigor and Credibility ......................................................... 63 Researcher Reflexivity .................................................................................................. 67 Researcher Positionality ............................................................................................... 67 Ethical Considerations .................................................................................................. 71 Research Assumptions .................................................................................................. 72 Concluding