The term was first coined in 1979 by Henri Holec, who is considered to be the "father" of learner autonomy. Various definitions have since been used, depending on the writer, the context, and the level of educators involved in the discussion about this term. Holec defines autonomy as ‘the ability to take charge of one's own learning", while Holmes and Ramos (1991) add that "in order to help learners to assume greater control over their own learning it is important to help them to become aware of and identify the strategies that they already use or could potentially use." (cited in James & Garrett, 1991: 198).
Text by Maroussa Pavli
In order to define ‘learner autonomy’ we need to consider if we view it as a means to an end (we use it to teach a language) or as an end in itself (we use it in order to making people autonomous learners) or if we see it as a combination. In fact, these two seemingly opposing views can, in fact, complement each other and shape our attitudes and practices and this is what EAP lecturers usually do.
Learner autonomy suggests that students discover the language for themselves by enjoying multiple exposure to it with minimum tutor guidance as well as controlling learning experiences so that they can fully understand them for themselves. This approach, which is based on constructivism is also supported by Gielsen (2005) who views learning as a social experience and emphasizes knowledge construction through experiences and reflection of them.
Autonomous learner skills
Examining autonomous learners more closely, Candy (1991) supports that more than 100 competencies are associated with autonomy. Some of the aspects mentioned are discipline, methodology, flexibility, reflect ability, persistence, motivation, creativity, risk-taking, self-sufficiency, ability in seeking and retrieving information, ability to develop and use evaluation criteria, ability to learn.
Similarly, Beetham, McGill and Littlejohn (2009) talk about a wide range of abilities ranging from academic practice and study skills such as comprehension, reading, knowledge organization, academic writing skills like synthesis, argumentation, research skills, metacognition competencies such as reflection, strategic planning, self-evaluation, self-analysis, organization (e.g. time management) and communication and collaboration skills, teamwork and networking.
Other abilities strongly linked with autonomy are the ones mentioned below:
- identifying and setting learning goals;
- planning and executing learning activities;
- reflecting on and evaluating own learning;
- understanding learning purpose;
- understanding own learning processes;
- using a range of learning strategies and skills;
- clear motivation to learn.
Significance of learner autonomy in HE and beyond
If we view autonomy as an end in itself (focusing on language learning) a learner may not always have the support of a teacher, and for this reason, they will need to develop the ability to learn by themselves. This is especially important in EAP, for example, when students progress from pre-sessional courses to undergraduate degrees on which they are offered less support by language tutors. Examining autonomy in a broader way, it could be argued that students who are encouraged to be autonomous, have a better understanding of their individual needs and tailor their learning experiences to their study context and, as a result of this, they are often more successful in their academic studies.
If we consider autonomy as an end in itself, autonomous learning skills, such as organizing own learning, time and task management, problem-solving and reflecting are not limited to the Higher Education context in which university students operate. Autonomy is linked to a wide range of academic, intellectual, personal and interpersonal skills that require engagement with cognitive, metacognitive, affective and social dimensions. These skills are transferable and applicable in varied life contexts so autonomous learners can become autonomous professionals and social human beings.
References
Beetham, Helen; McGill, Lou and Littlejohn, Allison (2009). Thriving in the 21st century: Learning Literacies for the Digital Age (LLiDA project): Executive Summary, Conclusions and Recommendations. UK Joint Information Systems Committees (JISC).
Candy, Philip (1991) Self-direction for Life-long Learning. California: Jossey-Bass
Cawkwell, J. and R. Scudamore (revised 2019) Nottingham Recognition Scheme: Influential Perspectives on Teaching and Learning. Nottingham University
Holec, Henri (1981) Autonomy and Foreign Language Learning. Oxford: Pergamon Press (first published 1979, Strasburg: Council of Europe)
Holmes and Ramos (1991) Talking about learning: establishing a framework for discussing and changing learning process in James C and P. Garrett (1991) (eds.) Language Awareness in the Classroom
Maroussa Pavli has a BA in English Language and Literature from Athens University and an MA in Applied Linguistics &TESOL from Leicester University [UK] and is a Fellow of Higher Education Academy. She has 26 years of ELT experience in Greece teaching general English and English for Specific Purposes (ESP) in State and Private Higher Education and delivering tailor-made corporate training programmes on English for Business, Marketing and Advertising, Banking, Hospitality. For the last 23 years she has taught English for Academic Purposes (EAP) and Study Skills [General, Law, Business & Management courses] to international students at British Universities. She co-coordinated the English for Business & Management Course (2018) and the English for Law Course (2019) at the University of Nottingham. Since 2011 she has also been involved in materials writing projects [i.e. a grammar reference book, coursebook companions, item writing for exams]. Her interests include adult learning, EAP and ESP and materials development. She is a member of TESOL Greece and she has also served as a Board member (2007 – 2010) and a coordinator of the Teaching Adults Special Interest Group (2010-2017). A number of her articles on adult learners and EAP have been published on ELT News. She is currently teaching on EAP/ESP programmes at Athens Metropolitan College and working on materials development projects.
