Autonomous language learning has long been a staple of SLA research, and can broadly be defined as “the ability to take charge of one’s own learning”(Benson, 2007, p. 22) within and out of the classroom, situated in... [ view full abstract ]
Autonomous language learning has long been a staple of SLA research, and can broadly be defined as “the ability to take charge of one’s own learning”(Benson, 2007, p. 22) within and out of the classroom, situated in specific political, societal and historical conditions. Terms such as learner-centred curriculum, learner-based teaching, self-directed learning, the use of computer assisted language learning, critical reflection and independent thinking have all been used to approach and conceptualise autonomous learning (Phan & Hamid, 2017). Autonomous learning is connected to concepts of self-regulated and self-directed learning, defined as the “process in which individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals,identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes(Knowles, 1975, p. 18). Some argue that the largest part of self-directed learning “occurs outside formal classroom settings and is embedded in people’s everyday lives”(Merriam et al., 2012, p. 125).
This colloquium brings together seven papers that interrogate the concept of autonomy by positioning students and teachers within language learning in a variety of global contexts, including Saudi Arabia, China, Vietnam, Indonesia and Australia. Luo compares Chinese and Australian teachers’ views of fostering autonomy and aims to deconstruct binaries in conceptualisations around “Western” and “Chinese” teaching styles. Al Qarni investigates autonomous English learning through internet use and the complexity of environmental factors that influence online learning. Nguyen also applies complexity theory to the concept of autonomous learning, and looks atthe role of context and significant others. Weinmann, Arber & Neilsen explore how teachers navigate the gap between policy, autonomy and practice. Alkorbi looks into university teacher beliefs and practices in fostering learner autonomy in a Saudi EFL context. Smala theorises concept sense-making and learner autonomy as an integral component of CLIL pedagogy. Masita explores influences on writing learner autonomy into Indonesian government curriculum documents.
