[L544] Reflection #5 (Promoting Autonomy)

• Healey, D. (2007). Theory and Research: Autonomy and Language Learning. In J. Egbert & E. Hanson-Smith (Eds) CALL environments: Research, practice, and critical issues (2^nd 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.