Autonomy and Strategizing in Self-directed Language Learning

doi:10.65961/AJELT-2010-1-002

PDF(114 KB)

Asian Journal of English Language Teaching ›› 2010, Vol. 20 ›› Issue (1) : 27-46. DOI: 10.65961/AJELT-2010-1-002

Articles

Autonomy and Strategizing in Self-directed Language Learning

Don SNOW

Author information +

History +

Abstract

Autonomous language learning requires not only initial planning of self-directed study efforts, but also modification and improvement of strategies after such efforts begin. As language teachers consider how best to support students in their early experiences with autonomous modes of language learning, and also how to help learners become more effective strategy users, a deeper under- standing of the early phases of self-directed study efforts is valuable because it helps teachers know how best to offer support. This paper reports on a journal study that examines the experience of a group of language learners in China as they design and carry out self-directed language learning projects. The study concludes that, for a significant number of learners, the process of adapting and modifying their plans is not completed during the first few weeks, which suggests that support over longer periods may be valuable. The study also concludes that combining strategy instruction with a language learning task results in more serious attention to strategizing on the part of students.

Cite this article

EndNote

Ris (Procite)

Bibtex

Download Citations

Don SNOW. (2010). Autonomy and Strategizing in Self-directed Language Learning.Asian Journal of English Language Teaching , 20(1): 27-46. https://doi.org/10.65961/AJELT-2010-1-002

References

Benson, P. (2001). Teaching and researching autonomy in language learning. Essex, UK: Pearson Education.
Benson, P. (2006). Autonomy in language teaching and learning.Language Teaching, 40(1), 21-40.
Benson, P., & Voller, P. (1997). Introduction. In P.Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 1-12). London: Longman.
Cohen, A. D. (1998). Strategies in learning and using a second language.London: Longman.
Cohen A. D.,& Macaro, E. (Eds.). (2007). Language learner strategies: Thirty years of research and practice Oxford: Oxford University Press Thirty years of research and practice. Oxford: Oxford University Press.
Dickinson, L. (1995). Autonomy and motivation: A literature review.System, 23(2), 165-174.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.
Esch, E. (1996). Promoting learner autonomy: Criteria for the selection of appropriate methods. In R. Pemberton, E. Li, W. Or, & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 35-48). Hong Kong: Hong Kong University Press.
Hurd, S., & Lewis, T. (Eds.). (2008). Language learning strategies in independent settings. Bristol: Multilingual Matters.
Macaro, E. (2006). Strategies for language learning and for language use: Revising the theoretical framework.The Modern Language Journal, 90(3), 320-337.
Nunan, D. (1997). Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192-203). London: Longman.
Nunan D., Lai J., & Keobke K. (1999). Towards autonomous language learning: Strategies, reflection, and navigation. In S. Cotterall & D. Crabbe (Eds.), Learner autonomy in language learning: Defining the field and effecting change (pp. 69-77). Frankfurt am Main: Peter Lang.
Okada M., Oxford R. L., & Abo S. (1996). Not all alike: Motivation and learning strategies among students of Japanese and Spanish in an exploratory study. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 105-119). Honolulu: Second Language Teaching & Curriculum Center, University of Hawai'i.
Oxford, R. L. (2001). Language learning styles and strategies. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language(pp. 359-366). Boston: Heinle & Heinle.
Oxford R. L.,& Schramm, K. (2007). Bridging the gap between psychological and sociocultural perspectives on L2 learner strategies. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 47-68). Oxford: Oxford University Press.
Pemberton, R. (1996). Introduction. In R. Pemberton, E. Li, W. Or, & H. Pierson (Eds.), Taking control: Autonomy in language learning (pp. 1-11). Hong Kong: Hong Kong University Press.
Rubin J., Chamot A. U., Harris V., & Anderson, N. J. (2007). Intervening in the use of strategies. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 141-160). Oxford: Oxford University Press.
Sheerin, S. (1997). An exploration of the relationship between self-access and independent learning. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 54-65). London: Longman.
Snow, D. (2006a). Selling self-directed language learning.Review of Applied Linguistics in China, 2, 64-91.
Snow, D. (2006b). More than a native speaker: An introduction to teaching English abroad. Alexandria, VA: Teachers of English to Speakers of Other Languages.
Snow, D. (2007a). Sustaining self-directed language learning in the Chinese context. In J. Liu (Ed.), English language teaching in China: New approaches, perspectives and standards (pp. 211-230). London: Continuum.
Snow, D. (2007b). From language learner to language teacher: An introduction to teaching English as a foreign language. Alexandria, VA: Teachers of
English to Speakers of Other Languages.
White C., Schramm K., & Chamot, A. U. (2007). Research methods in Language Learner Strategies: Re-examining the toolbox In A D Cohen & E Macaro (Eds), Language learner strategies: Thirty years of research and practice (pp 93-116) Oxford: Oxford University Press Re-examining the toolbox. In A. D. Cohen & E. Macaro (Eds.), Language learner strategies: Thirty years of research and practice (pp. 93-116). Oxford: Oxford University Press.