- Healey, D. (2007). Theory and Research: Autonomy and Language Learning. In J. Egbert & E. Hanson-Smith (Eds) CALL environments: Research, practice, and critical issues (2nd edn) (pp.377-388). Alexandria VA: TESOL.
Autonomy is more than
sitting in a lab with material, more than being motivated to learn, more than
having company in one’s studies, and more than having choices in terms of
topics. Autonomy can be seen as knowing one’s goals for learning, preferred
ways to learn, and ways to feel motivated, and then creating a learning
community that allows one to achieve these goals – in many ways, being able to
make adult decisions about learning. (p.388)
As for the term
‘Autonomy’, before reading the article, I simply thought it is a capacity to be
an independent learner in their learning. According to Healey’s theoretical
point of view, however, it deepens the concept of autonomy with multiple
facets. As my conclusion about autonomy in CALL with the reading, first, it is
being an independent learner in that the learner knows what technological
materials to choose and how to control their language learning with or without
teacher’s instruction by themselves. Second, more than being an independent
learner, students can teach others based on what they have learned, and they
learn from each other in language learning community of pair/group work, as
Vygotsky’s concept of zone of proximal development. Third, vesting more power in
learners (locus of power), in a way, enhances learners’ autonomy and motivation.
Healey(2007)
mentioned several times about WebQuest as an example of encouraging learners’
autonomy, and I’d like to share my review of a WebQuest I did in another
course. “Learning more about the TOEFL and IELTS: a WebQuest for EFL learners”
(http://susanmarandi.tripod.com/intro.html
) is an EFL WebQuest designed by Dr. Susan Marandi. This WebQuest targets at
EFL intermediate university students who have basic understanding of using
computer/ internet. The WebQuest aims at improving students’ English
proficiency in the process of obtaining information about TOEFL and IELST and
acquiring Internet navigation skills and MS word processing skills. Students
are expected to work collaboratively to learn about the TOEFL and IELTS exams,
compare the information, and write a report to explain their preference and
justification. Students’ English proficiency will be improved spontaneously
while they are focusing on the task. In terms of content objectives, by
completing this WebQuest, students will learn about the TOEFL and IELTS tests
and be able to compare the two tests, deciding which test meets their need
better. In terms of computer literacy objectives, students are expected to
improve both their online information navigation skills as well as their word
processing skills on MS Word. In terms of language objectives, students will
demonstrate online skimming and scanning skills; by completing this WebQuest,
they will also improve their English writing and oral presentation skills.
This WebQuest
lesson deals with an authentic topic. The main task is getting to know about
TOEFL and IELTS. Considering the target students (college-level students in EFL
English class) for this WebQuest, the task topic itself is very authentic and
closely related to students’ interest, thereby motivating them to engage in the
group work and participate actively in group discussion, which promotes their autonomy
due to their need in English language learning. There is a high potential for
taking these English tests in the future by students, so the choice of topic in
this lesson reflects students’ academic needs very well. Learners can also
control the learning time, pace, sequence, and even content, according to their
different circumstances, such as whether they choose TOEFL or IELTS, which
reflects Healey’s (2007) technical perspective of setting issues for learners’
autonomy.
