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Promoting Learner Autonomy through a SALL Component of a

Taught English Enhancement Course

Ellie LAWThe University of Hong Kong

DRAL2/ILA June 2014

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Presentation Outline• Background to the Research• Research Focus• Methodology• Findings and Discussion

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Background to the Research• Why learner autonomy?

Ideological, psychological and economic perspectives (Crabbe, 1993)

Not only an “educational ideal” , but also a “practical necessity” (Chavali, 2011, p.4)

• Why integrate SALL? Promote learner autonomy

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Why Integrate SALL into Taught Courses?1. Learner autonomy is an essential goal of all learning for all learners

(Cotterall, 2000; Littlewood, 1999)

2. Provide ongoing learner training (Fisher, Hafner & Young, 2007; Thompson & Atkinson, 2010)

3. Allow learners to work according to their language needs, wants and ability (Gardner, 2007; McCarthy, 2011)

4. Raise learners’ awareness of their responsibility in learning (Fisher, Hafner & Young, 2007; McCarthy, 2011; Thompson & Atkinson, 2010)

5. Bridge the gap between public and private domain learning (Crabbe, 1993)

Why Integrate SALL into Taught Courses?

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Public Domain Learning(shared

classroom learning)

Private Domain

Learning(personal, individual learning)

Self-access Language Learning

(Cotterall & Reinders, 2001)

- It is language teachers’ responsibility to “manage the curriculum” and to “maximise the take-up of the language learning opportunities” (Crabbe, 2003, p.19) by bridging the gap between private and public domain learning (Crabbe, 1993).

- Self-access language learning can serve as such a bridge (Cotterall & Reinders, 2001).

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Learner Autonomy in Language Learning Behaviours involved in planning, organisation and evaluation of learning

Concerned with ‘what’ and ‘why’ of language learning

Cognitive competences underlying the learning management behaviours

Interdependent

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Existing Research on Integrating SALL into Taught Courses

• Toogood & Pemberton (2002)• Cooker & Torpey (2004)• Fisher, Hafner & Young (2007)• Gardner (2007)• Thompson & Atkinson (2010)• McCarthy (2011)

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Research Gap• No attempt has been made to examine the

effectiveness of integrating SALL into a taught English course in promoting learner autonomy.

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Research Question• To what extent do students develop learner

autonomy after attending a taught English course which has a SALL component?

Course Structure

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Weeks 1st hour 2nd hour Assignments

1 Whole class- Course Introduction+ Introduction to SALL+ Grammar diagnostic test

2 Individual - Speaking diagnostic test Submit SALL plan

3 Writing input SALL hour

4 Writing input SALL hour Submit 1st SALL report

5 Writing input SALL hour

6 Vocabulary learning strategies SALL hour Submit 2nd SALL report

7 Speaking input SALL hour Submit a journal article draft

8 Speaking input +SALL progress check

SALL hour Submit 3rd SALL report

9 Writing Clinic

10 Speaking input SALL hour

11 Speaking input SALL hour Submit final written SALL reflection

Submit final journal article

12 Exam preparation + Course evaluation

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MethodologyTime line Research instruments No. of studentsBeginning of course Questionnaire 163During the course • Individual interviews (3

times)• SALL written progress

reports (3 reports)

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End of course Final written SALL reflection

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Post-course Questionnaire 163

Eight months after the end of the course

Follow-up individual interview

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MethodologyTime line Research instruments No. of studentsBeginning of course Questionnaire 163During the course • Individual interviews (3

times)• SALL written progress

reports (3 reports)

5 out of 20

End of course Final written SALL reflection

5 out of 20

Post-course Questionnaire 163

Eight months after the end of the course

Follow-up individual interview

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FindingsTo what extent do students develop learner autonomy after attending a taught English course which has a SALL component?

1. Comparison of students’ perceived independent language learning abilities at the beginning and the end of the course

2. Evidence of the development of learner autonomy in students’ reports and reflections

Students’ perceived independent language learning abilities Mean Scores

Q1 (Pre) Q2 (Post)1. I am able to select appropriate language learning strategies (skills and methods) for different language learning tasks.

3.13 3.55 2. I understand my own learning styles. 3.50 3.80 3. I reflect (think carefully) on my own language learning process. 3.19 3.63 4. When I select a language learning task, I understand the purpose and the demands of the task.

3.46 3.80 5. I know the kinds of language learning strategies (skills and methods) that suit me most.

3.18 3.68 6. I set language learning goals for myself. 3.01 3.74 7. I am able to identify my own weaknesses in language learning. 3.48 3.82 8. I am able to monitor (check) my own language learning progress. 3.02 3.37 9. I am able to evaluate my own language learning progress. 3.06 3.43 10. I am able to create an effective language learning plan for myself. 2.91 3.28 11. I am able to choose suitable language learning materials and resources. 3.17 3.47 12. I know my own purposes of learning English. 3.91 4.08 13. I understand how the language learning tasks I choose help me achieve my own language learning purposes.

3.41 3.70

14Likert scale: Strongly disagree 1 5 Strongly agree

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Changes in Students’ Perceived Independent Language Learning Abilities at the End of the Course

Changes in students’ perceived independent language learning abilities (Items 1-13)

Average

Positive change

Low High 7.4%

Medium High 23.3%

Low Medium 6.7%

No change High High 32%

Medium Medium 15.0%

Low Low 3.7%

Negative change

High Low 1.9%

High Medium 5.5%

Medium Low 3.0%

Note: ‘Low’ means 1-Strongly disagree or 2-Disagree; ‘Medium’ means 3-Neutral; ‘High’ means 4-Agree or 5-Strongly agree

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Evidence of Students’ Development of Learner Autonomy

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Planning for Learning• “Sometimes I'm really busy studying other subjects or courses. No

matter how busy I was, I would squeeze some time, maybe 1 hr in 2 days to really work on my English. I think it's an improvement”. (Learner A, 2nd SALL interview)

• “I planned regularly and did a few activities for all aspects of SALL goals with enough improvement in the aspect of speaking”. (Learner B, Final written SALL reflection)

• “I know I have to set the goals first and then select materials to do some exercises between these few months. I can learn the organization of my learning”. (Learner C, 3rd SALL interview)

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Monitoring Learning ProgressLimited evidence of learners’ ability to monitor learning progress:

• “I seldom do so [checking progress]. I always do some activities to improve myself but I didn’t monitor my progress. I didn’t think about it”. (Learner B, 3rd SALL interview)

• “For monitoring progress, I don’t think I fulfill this because one reason is I don’t know how can I do it”. (Learner A, 2nd SALL interview)

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Evaluating Learning Progress• “I videoed my presentations and I saw the difference from

the beginning and the final presentation. I thought I improved a lot on that so I was really happy with that. My ability to present ideas and talking to the public was a lot better after that”. (Learner D, Final SALL written report)

• “I worked on grammar. I tried to test myself by doing a past exam paper. I analyse the answers I got correctly and wrongly and those I missed. I then made my own notes to remind myself of the mistakes”. (Learner A, 3rd SALL interview)

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Reflecting on Learning• “The activity would be more effective and helpful if I do

a little bit of research about the topic before discussion next time so I will have more concrete things to talk about which can in turn improve my content and clarity when speaking”. (Learner D, 1st SALL report)

• “When I use English to talk or have an interview, I always thought about the correct sentences with no grammar mistake, but this will make my speaking not smooth enough and finally the sentence may become worse than those with some grammar mistakes”. (Learner E, 3rd SALL report)

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Reflecting on Learning• “This course helps me to understand my ability to be an

independent learner. I am a motivated and proactive learner who is capable of planning and organizing useful learning activities according to my interests and strengths, as well as taking control and autonomy over the process. However, I also encounter difficulties in time management and keeping myself motivated with a tight schedule. I could overcome this by setting less ambitious goals next time”. (Learner A, Final written SALL reflection)

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Problem-solving Skills• “I overcame these difficulties by trial and error. The

SALL activities were changed again and again when the result was not satisfying”. (Learner B, Final written SALL reflection)

• “I went about solving this problem by prioritising my work and I set myself a specific time for the activities”. (Learner D, Final written SALL reflection)

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Transferring the Independent Learning Skills

• “Yes, I think I have learned some ways to learn by myself, to motivate myself to learn, not only for English but also chemistry or biochemistry, I can apply the skills in other subjects. This course taught me to first set goals, then try to monitor myself throughout the learning process...I think that's important”. (Learner B, 3rd Interview)

• “I think independent learning is not only beneficial for this course alone but can be applied to other courses and other areas of my learning process”. (Learner D, Final written SALL reflection)

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Metacognitive Knowledge• “I know which method is suitable or comfortable for me.

I could understand what standard of my language on grammar or speaking. It is very important for me to adjust my goals or find out other suitable resources”. (Learner C, 2nd SALL interview)

• “After finishing several independent learning activities, I learned more about myself that I am an "interest driven" person…….Now, I am sure that my learning efficiency will be greatly reduced if I am not interested in learning it”. (Learner E, Final written SALL reflection)

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Factors Contributing to the Development of Learner Autonomy in a Taught English Course

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Nurturing Students’ Intrinsic Motivation in Learning English

Giving students real freedom to choose what and how to learn:• “I was reading this article [a science journal article] and I

was pretty amazed of how people can deliver the ideas so perfectly in a coherent sense. I appreciate the use of English”. (Learner A, 2nd SALL interview)

• “I think a lot of them [SALL activities] are enjoyable…like the book I read for learning vocabulary, it is interesting because I get to learn so much, not just the vocab. I really enjoy reading that. I gained some insights on different aspects”. (Learner D, 3rd SALL interview)

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Giving Students Opportunities to Explore Different Learning Materials

Allowing students to learn according to their own learning styles:• “I think it’s important to give us freedom to try different

learning materials and methods and see which one I prefer more. I can then decide what materials to use for my learning”. (Learner A, 3rd SALL interview)

• “I tried to do some grammar exercises using this grammar book, but it was so boring. My friend recommended a website to me and I worked on the interactive grammar exercises. That’s much more interesting”. (Learner C, 2nd SALL interview)

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Teachers’ Support and GuidanceGiving students methodological and affective support:• “I think it's really important to get feedback from the

instructor…….the tutor will offer me advice frequently, not just a grade but she really commented on the methods I am using. She commented on the SALL reports and we had some conversations after class because I asked her some questions on my writing and she really offered me some constructive advice and also gave me some feedback on the SALL report. Most of them are positive so it's very encouraging and I want to do better. It's boosting my confidence”. I will never have it in my science course. (Learner A, Final written SALL reflection)

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Encouraging Interaction and CollaborationEncouraging learning with peers :• “……we can encourage each other to do the tasks and

checking each other's progress and sharing ideas”. (Learner C, 3rd SALL interview)

• “…but I think when I learn English I have little peer support. I think it's really important in learning a language because you can talk and you can exchange the sources. When I was learning alone, I have to find my own resources, try it, sometimes it may not work out. With the peers, I can share the sources and learning materials and exchange what we have learned, but I don't have this kind of support”. (Learner A, 3rd SALL interview)

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Incorporating Practices of Planning, Monitoring and Reflecting

Developing metacognitive strategies through practical tasks:• “I think making a SALL learning plan is good. I can follow my

goals and manage my time”. (Learner B, 2nd interview)

• “The SALL report is quite good. When I was writing it I would think back what I have done and looked back”. (Learner D, 1st SALL interview)

• “When I was writing my first progress report, it is like looking at ways of learning English. I think that's important because I can find out my mistakes in learning English and I can correct them in the future”. (Learner B, 1st SALL interview)

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Promoting Learner Autonomy in a Taught Course Context

• By examining learners’ SALL experience in the course, it was found that to foster learner autonomy in a taught course context, it is very important to:

nurture students’ intrinsic motivation to learn English provide opportunities for learners to explore different

learning materials and methods encourage interaction and collaboration give appropriate level of methodological and affective

support incorporate practices of planning, monitoring and

reflection on learning into the course

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Q & A Session