"Autonomy in learning is considered to be a valuable asset for achievement and an outcome of higher education" (Fazey and Fazey, 2001), but it is “not self-instruction or learning without a teacher[, nor] a steady state reached by learners for all time” (Little, 1991). But how do we English teachers foster learner autonomy in students and enhance their motivation for and abilities in learning autonomously in our classes? More specifically, we ask:
-- Why are students engaged in English self-learning? Is it a contradiction in terms to “require” self-learning?
-- How do English teachers encourage students to do English autonomous learning in and out of their courses with the use of some learning resources (e.g. a professional platform like LiveABC, TERC, a magazine, or online resources), lesson plans and/or teaching strategies?
-- What are the possible ways to evaluate the results of autonomous learning?
This conference is designed to encourage more discussions among the English teachers of the issues related to English teaching and autonomous learning based on our practical teaching experiences. Please come and join us in our discussions!
|
