ICT promote autonomy among ESL/EFL learners: myth or reality?

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ICT promote Autonomy among ESL/EFL learners: Myth or Reality?

Thang, Siew Ming The National University of Malaysia

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The general belief that the introduction of ICT into classrooms will foster autonomy among ESL/EFL learners has led to the rapid proliferation of ICT in Asian classrooms.

To what extent is this claim true???

ICT promote autonomy?

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Holec, (1981) defines autonomous learning as a person having the ability to take full responsibility of his or her own learning.

This includes the ability to decide what, when, how and for how long learning should take place.

This also involves defining goals and objectives, selecting appropriate materials, techniques and approaches,

AND finally evaluating outcomes.

What is autonomy?

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HOW THIS IS DONE? Generally undertaken through self-report

processes: eg. asking students to describe to what extent the use of ICT has helped them develop autonomy through surveys and interviews.

These indirect indicators can give evidence about the progress of the sessions, but may not be reliable.

Evaluation of Effectiveness of ICT in promoting autonomy

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More direct methods that are thought to be more valid are national or international assessment tests or customized program-oriented tests.

Such direct indicators face criticisms too for being too focused on cognitive issues, and do not offer a holistic view of the teaching and learning process, skills acquired and learners’ motivation and attitudes.

Other methods of evaluation

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There is no perfect method.

The suitable ones have to reflect the aims and goals of the study and have to be linked to the objectives and needs of the learning context.

In other words

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1. To have flexible approach as the orientation and aims of the study can change. 2. To utilize a variety of approaches to assure greater quantity and accuracy of data and conclusions (Peterson, 1999; Wieman, Gast, Hagen, & Van der Krogt, 2001).

Proposal

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Beginning -- teachers show the learners how to carry out the ICT projects.

During the course -- learners would get less guidance so that in the end they would be able to carry out similar projects on their own. (Cohen, Manion, & Morrison, 2000; Wilson & Boldman, 2012; Tian, 2012; Karampelas et al., 2013; Thang et al., 2014, 2014).

How ICT is used to promotes autonomy?

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However, findings generally reveal that students are motivated to learn using technology and are keener to use the resources in a variety of ways.

However as far as promotion of autonomy that seem to be less evident of this (Karampelas et al., 2013; Thang et al. 201,2013 etc).

Mues (2004) attributed this to the usage being too ‘generic’ and not oriented towards specific disciplines such as language learning.

Findings on autonomy & ICT

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It is proposed that in order for students to be autonomous, students first need to learn how to regulate their own

learning and this is classified as “Self Regulated Learning” ?

BUT MORE IMPORTANTLY …

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SLR is the process through which individuals control their own learning, from the cognitive, meta-cognitive, behavioral, emotional and motivational points of view.

SRL leads to improved learning, helps people to cope with the challenges of life-long-learning in the knowledge society AND EVENTUALLY ACHIEVE AUTONOMY .

What is self-regulated learning (SRL)?

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Aware of academic strengths and weaknesses

Have a repertoire of strategies to tackle day-to-day challenges of academic tasks.

Hold incremental beliefs about intelligence (as opposed to fixed views of intelligence)

Attribute successes or failures to factors within one’s control

Characteristic of self-regulated learners

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FINALLY BELIEVE that taking on challenging tasks,

practicing learning, developing deep understanding of

subject matter exerting effort will give rise to academic

success – SELF EFFICACY (Pintrich & Schunk, 2002) (Dweck &

Leggett, 1988; Dweck, 2002, Perry et al., 2006)

Characteristic of self-regulated learners

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Salmon’s (2002) five-stage model of frameworks of motivating, engaging and purposeful online learning activities

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  Sheerin’s (1997) model of

activities1 DISPOSITION :

Analyse one’s own strengths / weaknesses, language needs

2 Set achievable targets and overall objectives

3 Plan a programme of work to achieve the objectives set

4 Exercise choice, select materials and activities

5 Work without supervision

6 Evaluate one’s progress

1 ABILITY TO: Analyse one’s own strengths / weaknesses,

language needs 2 Set achievable targets and overall

objectives 3 Plan a programme of work to achieve the

objectives set 4 Exercise choice, select materials and

activities 5 Work without

supervision 6 Evaluate one’s progress

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Learner action

Content Process

Awareness Learners are made aware of the pedagogical goals and content of the materials they are using.

Learners identify strategies implications of pedagogical tasks and identify their own.

Involvement  

Learners are involved in selecting their own goals from a range of alternatives on offer.

Learners make choices among a range of options. 

Intervention

Learners are involved in modifying and adapting the goals and content of the learning program.

Learners modify / adapt tasks. 

Creation Learners create their own goals and objectives.

Learners create their own tasks. 

Transcendence

Learners go beyond the classroom and make links between the content of classroom learning and the world beyond.

Learners become teachers and researchers.

Nunan (1997)’s five phases of progression towards autonomy

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Yes if it is utilised in a manner that it helps the learners to regulate their learning and progressively move towards the development of self-autonomy. Thus, it is important to use an approach that allows the above to happen.

Conclusion: Can ICT promote autonomy?

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Thank you for your attention

The END

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Thank you for your attention.

The END