First coined in early 1980s by Henri Holec, researcher in the field of language autonomy, the term actually refers to the ability one cultivates by taking the responsibility of his own learning. In this article I want to share with you some collaborative activities that have really helped my class be autonomous and satisfied with learning !
In the learner centered teaching environment it is essential that learners foster autonomy in learning. This happens when the teacher acts as a facilitator and tries to:
• engage students to share responsibility about what they are going to learn (learner involvement)
• trigger students to think critically when planning, monitoring and evaluating their learning (learner reflection)
• use the target language as the basic medium to learn.
The Common European Framework Reference for Languages has catered for this autonomy when the abilities required for each level in language learning are described in terms of what a student “ can” do at the specific level (CEFR, 2020:175).
How one can be autonomous learner ? When he/she
• sets the objectives for what he/she learns,
• tries to find the best ways to achieve the goals,
• can find information independently either using books or digital tools,
• can monitor and evaluate his/her progress and correct it if necessary.
• is engaged in open discussions and can be critical of what he/she hears,
• can use his/her lateral thinking in all situations and be able to give alternative solutions. (Βασιλομανωλάκης, 2004:28-31)
Why is autonomy important for learners ?
Research by Skinner and Belmont has shown that autonomous learners are more eager to learn, more confident and motivated. Also there is a reciprocal relationship between teachers’ behavior and students’ engagement in the classroom. “Children who experience their teachers as providing clear expectations, contingent responses and strategic help are more likely to be more effortful and persistent” and vice versa the student engagement influences the teacher behavior in a way to upgrade the autonomy support. (Skinner, Belmont, 1993). Above all, an autonomous learner can efficiently apply knowledge and skills acquired in classroom to situations outside classroom, he is an autonomous person in all circumstances of life.
Successful collaboration and communication appears as a requisite for every language level from A1 – C2 as defined in the CEFR criteria “Key concepts operationalised in the scale include the following:
collaborative participation by consciously managing one’s own role and contributions to group communication;
active orientation of teamwork by helping to review key points and consider or define next steps;
use of questions and contributions to move the discussion forward in a productive way;
use of questions and turntaking to balance contributions from other group members with their own contributions”. (CEFR, 2020:108,109).
The user/learner contributes to successful collaboration in a group that they belong to, usually with a specific shared objective or communicative task in mind(CEFR, 2020).
In this way equality among members is achieved so they communicate in terms of cooperation without discriminations and fear or hesitation that sometimes hinder learning. Exchanging views and knowledge on a shared goal/ task, new collective knowledge is brought about attributing so a more pluralistic dimension to the learning process.
F. Ibrahimi and M. Essaaidi, 2012 in Chowdhary, 2021
The activities below were carried out by a group of B1 level students of around 12 years old but I think can be adjusted to any level accordingly.
The school newspaper : The goal set by students was to write their views on environmental issues as they were taught in their coursebook. They decided to work independently and come to class to discuss it. They asked for the teacher’s correction of their writings. They set one of the group to be the coordinator. They worked in team twice privately at weekends. All of them contributed to the first page .
Evaluation and Assessment : Apart from the environmental issues they decided they needed to introduce themselves to the readers.
Upgrade : Each of them wrote a small bio note as an introduction.
Making our own school garden : The idea came from the coursebook again but the kids decided not to make a project about plants as indicated in the coursebook but to plant themselves. The teacher had the idea of using the entrance to make a small garden. The goal was to make the garden and take responsibility to take care of it. The teacher suggested using vocabulary taught and the right tenses when working in the garden. Enthusiasm along with passion for this activity triggered the students to do their best.
Evaluation and Assessment : Nobody monitored the process and no watering was arranged for the days the school would be closed.
Correction/ Amendment : In class the teacher pointed out the problem to them and they discussed possible solutions. They decided to ask the teacher to help them for these days !!
Dramatize a coursebook play : I had seen real enthusiasm when reading in role-plays a small sketch from the book and I suggested they organize a sketch themselves. The goal was to present a play to other students. They assigned the roles through discussions and arguments in class (I was overhearing and found it rather hilarious as they were arguing!).
Evaluation and Assessment : They set the timetables and three rehearsals for that. They had learnt their words and some would use their own words as well but they could not organize well. They asked for help. Noone wanted to step back and monitor the process ! they all wanted to play. I made it clear though that I would not interfere – I would just point the pauses and changes of roles.
Upgrade : the sketch was carried out successfully they knew their parts and collaborated without problems. They realized they should have made costumes for the roles so next time they will definitely arrange it that way !
So let’s move away from the traditional teaching and make our EFL teaching a bit more challenging and interesting. For learners to learn “how to learn” is essential and one thing to be further discussed in another paper, is the teacher’s need for development in this learner autonomous environment.
Βασιλομανωλάκης Κυριάκος . Μαθαίνω εύκολα. Εκδόσεις Ινστιτούτο Μάθησης
Chowdhury, Takad. (2021). Fostering Learner Autonomy through Cooperative and Collaborative Learning. Shanlax International Journal of Education. 10. 89-95. 10.34293/education.v10i1.4347.
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT https://rm.coe.int/common-european-framework-of-reference-for-languages-learning-teaching/16809ea0d4
Skinner, Ellen & Belmont, Michael. (1993). Motivation in the Classroom: Reciprocal Effects of Teacher Behavior and Student Engagement Across the School Year. Journal of Educational Psychology. 85. 571-581. 10.1037/0022-0663.85.4.571.
