Learner Autonomy and CALL

Last week’s assignment focused on learning styles are used to enhance and extend individualized learning in the CALL- computer-assisted language learning classroom. This week’s assignment continued to focus on individualization by contimplating learner autonomy and how it relates to CALL. Along with my own research, I also read the recommended two articles:

1. Promoting independent learning through language learning and the use of IT, by Christian Shyh Chiuan Chia (2005)
2. Theory and Research: Autonomy and Language Learning by Deborah Healey (2007)

As I read these articles, I kept thinking how today’s youth are far more independent and computer savy than I ever was. In today’s world of “Me”, or maybe I call should call it “MyWorld”, where there are Web sites such as MySpace, MyScene, and many other self-centered cyber environments, I am surpised that learner autonomy is not being studied more. There are three questions I am hoping to answer by the end of this reflection.

1. How do we use technology to encourage students to be life-long learners?
2. Are students becoming self-regulated just because you are using technology?
3. Are they really learning?

First, let me define autonomy and recap the definition of CALL.

• Autonomy a Greek derivitive meaning “law” or one who gives oneself his/her own law. (Wikipedia 2007)
• CALL, computer-assisted language learning is an approach to language teaching and learning in which computer technology is used as an aid to the presentation, reinforcement, and assessment of material to be learned, usually including a substantial interactive element (Wikipedia 2007)

Given these definitions, CALL can be used in the development of learner autonomy. It allows educators to create electronic language-learning environments that allow the learner to be in control of their own learning, or better said “self-regulated” in developing, maintaining, the challenging their own educational development. No, I do not believe that students are becoming self-regulated just be teachers are using technology, but because the students themselves are becoming more self-centered.

However, are students really learning? According to Christian Shyh Chiuan Chia, Promoting independent learning through language learning and the use of IT, students are starting to really learn via autonomous learning. Chia sites that this type of learning has been harder for some cultures compared to others, based on their beliefs. Because most of America’s youth live in “MyWorld”, they are aware of the concept of self. They have been brought up to believe the world is centered on them. However, the concept of self-centered types of learning was difficult for the Chinese cultural to grasp because there is no world for “self”. The lack of the concept of self actually held Chinese students back from fully grasping to be autonomous. According to Chia, students believed that knowledge came from teachers and textbooks. However, the study showed that these students were able to learn at the end of the study.

In this article, Chia describes how the National Institute of Education (NIE), which is a part of Nanyang Technological University (NTU), supports Singapore schools. The NIE offered self-directed courses and self-access learning that complemented the development of learner autononmy. She explains how the NIE allowed students take “bridge’ courses and to take responsibility for their own learning. After the students participated in this program, they realized that this type of class taught them how to study and to get knowledge on their own, not through teachers. Chia explains that it is essential to help learners be autonomous. Furthermore, learners become more efficient in their learning if they did not rely on their teacher to provide them with resources or solve their problems. It makes students more self-reliant and prepares them for the real world, and hopefully become life-long learners.

Chia also states that independence in learning has become fundamental because of globalization.

The second article, Theory and Research: Autonomy and Language Learning, Healey explains autonomous learning and language learning are connected and how current views of autonomy has moved away from isolated learning and moved toward social settings and flexible interdependence. Healey explored Oxford’s model that contained four interrelated but differing perspectives:

1. Technical perspective – focus on the physical situation
2. Psychological perspective – focus on characteristics of learners
3. Socio-cultural perspective– focus on mediated learning
4. Political-critical perspective– focus on ideologies, access and power structure

Healey explained how applying Oxford’s four principles on autonomy to CALL underline the multiple facets involved in enabling learners to be self-directed in technology-enhanced environments. She stressed that teachers must be committed to encouraging autonomous learning. She said that teachers could not create autonomy in learners, but how technical, psychological, socio-cultural, and political aspects of learning along with CALL, can be used to enable and enhance learning environments conductive to autonomy.
In summary, today’s students live in MyWorld, where independent study is not only acceptable, but also expected. Today’s students want their own training, which is also entertaining. CALL is the prefect method to encouraging today’s whiz kids to be life-long learners, be self-regulated, and really learn!

References:

• Wikipedia, found at http://en.wikipedia.org/wiki/Computer-assisted_language_learning, last updated October 16, 2007, Copyright Wikipedia, All rights reserved.
• Christian Shyh Chiuan Chia (2005), Promoting independent learning through language learning and the use of IT, National Institute of Education, English Language & Literature Academic Group, 1 Nanyang Walk, Singapore, © 2005 International Council for Educational Media
• Healey, Deborah, 2007, CALL Environments: Research, Practice, and Critical Issues, Chapter 25. Theory and Research: Autonomy and Language Learning, in Joy Egbert and Elizabeth Hanson-Smith, Editors, CALL Environments: Research, practice, and critical issues. Alexandria, VA: TESOL.