Promoting learner autonomy through a self-access language learning (SALL) component of a taught English course

Abstract

Learner autonomy is a fundamental goal of all learning for all learners (Cotterall, 2000; Littlewood, 1999) because access to formal education is always finite but the pursuit of lifelong learning is essential in all societies, especially those that are knowledge-based where constant updating of skills is crucial. A common approach to promoting learner autonomy is through self-access language learning (SALL) and there have been attempts to integrate SALL into taught English courses in different institutions around the world, particularly in Asia e.g. Hong Kong, Japan, Thailand (see for example, Fisher, Hafner & Young, 2007; Gardner, 2007a, 2007b; Kongchan & Darasawang, 2015; Mayeda, MacKenzie & Nuspliger, 2016; Thompson & Atkinson, 2010; Toogood & Pemberton, 2002; Watson & Agawa, 2016). However, there is insufficient evidence to show whether such integration effectively promotes learner autonomy and there is an absence of guiding principles to guide such integration. In addition, there is no practical and well-established model for measuring learner autonomy but such a model is necessary for evaluating the extent to which SALL promotes learner autonomy in a taught course context. This study aims to address these gaps in the literature by examining the extent to which the SALL component of an academic English course for science students in a Hong Kong university changes students’ perceptions of SALL and promotes learner autonomy. Using a grounded theory approach and drawing on both qualitative and quantitative data from 163 students and 7 teachers, the findings show that a large majority of the students became more positive about SALL and had a better understanding of what SALL entails as a result of attending the English course. Their learner autonomy developed to a considerable, though varying extent. The data shows that the salient factors affecting the development of students’ learner autonomy during the course include the design of the SALL component, students’ language learning motivation and attitudes towards language learning, their use of language learning strategies and their prior language learning experiences. Another important feature of this study is the longitudinal approach adopted to examine the long-term impact of SALL on the students’ autonomous development after the completion of the English course. Through two follow-up interviews with 7 students, which were conducted nine months after the end of the course and one and a half years after the students’ graduation respectively, it was found that the SALL component had had a positive impact on the students’ further studies and on their careers as it equipped students with various independent learning skills which are transferrable to a wide variety of contexts. Examining the longitudinal autonomous development trajectories of the learners confirmed the notion that context, L2 identity, motivation and learner autonomy are strongly intertwined. Based on the empirical data, this study i) develops a 4-level model of learner autonomy which operationalises the autonomy construct and enables researchers and practitioners to measure and describe the level of autonomy of a learner, and ii) proposes a set of guiding principles for maximising the effectiveness of the integration of SALL into taught language courses.