I-Literature review on learner autonomy in
education
Therefore, technical preparation into their use is required
for all participants, so that learners can get benefit from the technical
potential these tools provide. Moreover, continuous teacher's support needs
also to be available to help learners use digital resources effectively and
sustain their interest and motivation into their use, thereby creating a
learning environment which is likely to induce positive perceptions towards
using technologies in language learning.
It follows from this, that teacher's role cannot be denied in
autonomous language learning. For this reason, teacher-based approaches have
been advocated.(Djoub,2017:118).
5-3-Teacher-based approaches
These approaches «emphasize the role of the teacher
and teacher education in the practice of fostering autonomy among
learners» (Benson, 2001, p.111). In effect, within these
approaches,learners have control over their learning while the teachers' role
changes into counselors. Being autonomous teachers who are reflecting
continuously on their practices are also required within these approaches to
develop students'autonomy.(Djoub,2017:118).
Furthermore, in addition to raising learners' awareness of
their own responsibility and helping them develop the strategies and use tasks
and materials which they need for their autonomy, Sturtridge (1992) refers to
assessing learners' progress and supporting their monitoring which is among the
counseling tasks he puts forward as follows:
· Helping learners to recognize their own
responsibility for their own learning
· Helping learners to know their individual language
level on entry
· Helping learners to decide upon their own individual
objectives
· Helping learners to recognize their own individual
strategies and to make suggestions
· Directing learners to particular materials or
activities
· helping learners to become aware of what particular
exercises are really teaching them
· Making suggestions about more efficient ways of
practice or monitoring
· Making ratings of progress and comparing them with
the learners' own ratings. (Djoub:2017:119).
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I-Literature review on learner autonomy in
education
5-4-Learner-based Approaches
These approaches which are also called learner development,
aim at observing the production of behavioral and psychological changes that
will enable learners to take greater control over their learning (Benson,
2001). They have come from educational trends of self-directed language
learning (SDLL) and learner strategies in language learning (LSLL) in Europe
and North America (Wenden, 2002). Within these approaches emphasis has been put
on teaching language learning strategies and training learners into their use.
Besides, considering affective factors related to learning has been seen as a
goal to achieve learner development towards autonomy.(Djoub,2017:126).
These learning strategies have been defined as
«behaviours or actions which learners use to make language learning
more successful, self-directed and enjoyable» (Oxford, 1989, cited in
Ellis, 2008, p.704). Indeed, Oxford (2001) indicates that the effective use of
these strategies can facilitate learning and help learners become autonomous
since they are related to features of control, goal-oriented, autonomy and
self-efficacy. Likewise, Boekaerts (1997) considers them
as crucial not only to guide the learner's own learning
during the formal education, but also to educate the learner in order to update
his or her knowledge after leaving the school.(Djoub,2017:126).
The two most cited taxonomies are those of O'Malley and
Chamot (1990) and Oxford (1990). The first taxonomy makes a distinction
between:
? Cognitive Strategies: These strategies
involve thought processes which learners use to deal with tasks and materials
such as memorization, guessing the meaning of words, etc.
? Meta-cognitive Strategies: in which learners
attempt to regulate their learning through planning, self-monitoring,
evaluating and thinking about how to make this process effective. ? The
Socio-affective Strategies: help learners to interact with other
speakers of the target language, to collaborate on tasks and ask for
correction. These strategies aim to enhance self-confidence, motivation and
lowering anxiety.
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