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Thang, S. M. (2014, September). ICT promote autonomy among ESL/EFL learners: myth or reality?. Paper presented at the meeting of KAMALL Annual Conference 2014, Seoul, Korea. [Abstract] There is this general belief that the introduction of Information Communication Technologies (ICT) into classrooms will foster autonomy among English as a Second language (ESL) and English as a Foreign language (EFL) learners and this has led to its rapid proliferation in English language classrooms in most Asian countries. However, to what extent this claim is true needs to be carefully investigated and the factors leading to its successful adoption which culminates in autonomy among ESL/ EFL learners and factors that resulted in failure in adoption need to be identified and deliberated. There must be an awareness that that the implementation of technology is not a “panacea for all ills” and its presence will not magically lead to a boost in student learning or achievement. Despite the plethora of research undertaken on effects of ICT on ESL/EFL learners there is still a lot that needs to be learned as most studies undertaken tend to explore the short-term effects of ICT on language learning and fail to consider the long term effects. Autonomy cannot be achieved in a short period of time. Hence there is a need to look into the long term effects which many research studies fail to do. According to Holec, (1981) autonomous learning has to do with a person’s ability to take full responsibility of his or her own learning. That includes the ability to decide what, when, how and for how long learning should take place. This involves defining goals and objectives, selecting appropriate materials, techniques and approaches, and finally evaluating outcomes. How can ICT help students acquire such skills and what are the teachers’ roles in the process? This paper will attempt to provide a balance view on the effects of ICT on language learning and the promotion of autonomy through a review of relevant literature and research studies. Finally, it will answer the question posed in the title and in the process offers suggestions on how autonomy can be successful promoted and fostered in an online environment through the use of technology. Possible methods that can possibly contribute to the successful promotion of autonomy in online environment include providing: (1) stimulating and interesting online materials; (2) online programs to develop self-regulated learning strategies; (3) scaffolding in the form of instruction on resources to use and guidelines on appropriate path to choose; (4) regular assessment tasks for students to measure their own progress on an ongoing basis. In addition, online platforms that offer opportunities for sharing of information and undertaking of group activities or projects are also good avenues to develop autonomy. Studies that implement such approaches well as others will be reviewed and discussed.
Citation preview
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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
