Learner Autonomy with Technology: What do language learners need to be successful

Conclusion

Creating a good autonomous learning environment is difficult. It takes thought and planning initially and an ongoing commitment to adjusting to learner needs. It is important to keep psychological and social factors in mind to be sure that individual learning is within a supportive community context. Technology provides a wealth of resources and potential, but is not a solution on its own.

Some Lightly Annotated Autonomy References

Web page for Learner Autonomy with Technology: www.onid.orst.edu/~healeyd/tesol2002/autonomy.html

ELI Learning Center: oregonstate.edu/dept/eli/learnctr.html

ELI K-8 teacher training project: oregonstate.edu/dept/eli/teacherprep.html

Benson, P. (1997) The semiotics of self-access language learning in the digital age. In V. Darleguy, et al. (eds.) Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences), pp. 70-78. Located at http://www.insa-lyon.fr/Departements/CDRL/semiotics.html. [April 7, 2002] A look at "self-access as sign rather than the self-access centre as signifier" - as an information system that uses technology.

Benson, P. (2001). Autonomy and independence in language learning. Located at http://ec.hku.hk/autonomy/. [April 7, 2002] Site includes an online bibliography about autonomy in language learning (http://ec.hku.hk/autonomy/bibliog.html) and a list of self-access centers (http://ec.hku.hk/autonomy/centres.html)

Chan, V. (2001). Readiness for learner autonomy: What do our learners tell us? Teaching in Higher Education, 6 (4), 505-519. Retrieved April 6, 2002, from EBSCOhost database (Academic Search Elite) on the World Wide Web: http://search.epnet.com. Results of a study at Hong Kong Polytechnic University.

Dickinson, L. (1987). Self-instruction in language learning. Cambridge: Cambridge University Press.

Harrison, R. (2000). Learner managed learning: Managing to learn or learning to manage? International Journal of Lifelong Education, 19 (4), 312-321. Retrieved April 6, 2002, from EBSCOhost database (Academic Search Elite) on the World Wide Web: http://search.epnet.com. A critical look at the current emphasis on autonomy.

Healey, D. (1999). Autonomy in language learning. In J. Egbert and E. Hanson-Smith (Eds.), CALL environments: Research, practice, and critical issues. Alexandria, VA: TESOL.

Healey, D. (1993). Learner choices in self-directed second-language learning. Ph.D. dissertation, University of Oregon. Ann Arbor, MI: UMI Dissertation Services.

IATEFL. Learner Independence SIG home page. Located at http://www.iatefl.org/lisig/default.htm. [April 7, 2002] Not updated since 1999, apparently, but some good links.

Motteram, G. (1997). Learner autonomy and the Web. In V. Darleguy, et al. (eds.) Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Located at http://www.insa-lyon.fr/Departements/CDRL/learner.html [April 7, 2002]

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.

Reinders, H.W. (2000). Fortress or bridge? A learners' perspective on learner autonomy and self-access language learning. MA thesis. Available by request from http://www.hayo.nl/ling/thesisrequest.htm. [April 7, 2002]

Rubin, J. (1979). What "the good language learner" can teach us. In J.B. Pride (Ed.), Sociolinguistic aspects of language learning and teaching (pp. 17-26). London: Oxford University Press.

Slaouti, D. (1997) Designing a technology-based learning/resource centre: Some thoughts and implications. In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Available at http://www.insa-lyon.fr/Departements/CDRL/designing.html. [April 7, 2002]

Svensson, M. (1997) L’adaptation des outils multimédia dans un contexte d’auto-apprentissage. [Adapting multimedia tools for a self-directed learning context] In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Available at http://www.insa-lyon.fr/Departements/CDRL/adaptation.html. [April 7, 2002] Theoretical background for multimedia use in self-directed learning.

Usuki, M. (2001). From the learners' perspectives: The needs for awareness-raising towards autonomy and roles of the teachers. ERIC document number ED455694. Retrieved April 6, 2002, from EBSCOhost database (Academic Search Elite) on the World Wide Web: http://search.epnet.com. A study of Japanese learners (not including technology).

Young, A. & Y. Kerdiles (1997) 'Le projet "asalé": un usage de technologies éducatives nouvelles en milieu universitaire à l'aube de l'autonomie'. [The "ASALE" project: beginning learner autonomy using new educational technologies in a university setting] In V. Darleguy, et al. (Eds.), Educational technology in language learning: Theoretical considerations and practical applications. Lyon, France: INSA (National Institute of Applied Sciences). Available at http://www.insa-lyon.fr/Departements/CDRL/asale.html. [April 7, 2002] A study of video and concordancing tools in self-directed supplemental work for language learners.

Healey, 2002