Excitement of crossing a boarder to enter a new country is like that of starting a new class.
My Final Course Reflection:
Five Features for Enhancing Learner Autonomy
August, 29, 2019
Learner autonomy develops in us as a learner, a practitioner, and a researcher when we frame suitable strategies in our learning. Little (2003) states that “T(t)he practice of learner autonomy requires insight, a positive attitude, a capacity for reflection, and a readiness to be proactive in self-management and in interaction with others” (P. 2). In this course, we experienced these features as learners. Theories and our own learning experience in the course were reflected to organize our own ways of learner autonomy. In my future lesson plans, the five features in the definition above become concrete steps to be applied. The lessons are expected to make a big change since all the activities are framed to nurture independent learners. Nevertheless, this is not the goal because learners autonomously plan their next target and continue learning as learners, practitioners, and researchers. This essay first describes the vocabulary learning experience with fellow students’ impressive reflections, and then expresses elaboration of insight through analyzing reflections, and thirdly explores a future lesson plan based on what we learned about enhancing learner autonomy.
First, we experienced vocabulary learning experience using visual and auditory learning styles with some elaboration activities. After the repeated activities in classes and at home, the most impressive perception was the impact of peer reflections after the experience. Thanks to the lessons, we went through visual cards creation, vocabulary recording and listening, and memorization for three times as homework. My impression of the activity was that it was fun, but a fellow student Takayuki gave me a surprising comment on my impression. He reflected that we should notice how hard it would be for some students by being forced to do it at home. Only after listening to his insight, I noticed this different perspective. My focus was on my own vocabulary learning, and I had fun trying several strategies, while he was assuming negative feelings due to lack of autonomy in the activities. Theory on the curve of forgetting (Roth, n.d.) may have reduced the negative attitude to repeat the activity, but the fact was introduced after I experienced some activities, maybe because I missed the first period. If I had this input prior, the activity could have turned into more autonomous work. Reflecting on the experience, I noticed that I enjoyed the work because I added some strategies I knew to elaborate the task autonomously to memorize the words. Thus, the important point was to have students understand the purpose of the activity.
The elaboration activities to make a mind map and to tell a story using all the words let us be creative. Another fellow student, Saeko, created it with me and offered an impressive reflection that we were engaging in activities in a constructive community to learn, teach, exchange, and encourage. This observation helped me comprehend what we were involved in. Accordingly, reflections after the experience teach us to observe in various perspectives, and lead us to plan the next step such as providing a theory behind the activity.
Moreover, we had more exchange of meaningful comments with fellow students on some other activities. Eriko’s reflection on fun activities was surprising because I shared the same experience of believing that fun English activities would motivate students. However, some students want more academic activities. Teachers are not recognized only for being enthusiastic, or only for following their belief. Teachers are responsible for knowing the students, for analyzing the needs, and applying suitable strategies to support them toward gaining higher skills. Thus, our job is to keep investigating trustworthy theories, strategies, and ideas which are published day by day. I believe we all agree with Takayuki’s concept of an ideal teacher who is simultaneously a researcher. Saeko's ideal teacher is also agreeable, who continues supporting students and who do not limit their promising future. Thus, what we pursue is to keep on learning autonomously. To summarize, the ways to be a better teacher are clear after exchanging our reflections, i.e., trinity as a practitioner, a researcher and a learner.
Second, another chance to consider the benefit of reflection was when we had a training on assessing several sample reflections in pairs. My evaluation was based on my intuition, which turned out in a group discussion to be less analytical than a fellow student Eriko’s team. After the discussion, we learned the three key factors of proper reflection consisting of the change we made, the reasons for the change, and the future-plan based on the change. Following these categories, our group began to judge the reflections in the same way as Eriko’s. Considering the difference of evaluation, I found similar contrast between the two listening strategies (British Council). The first approach, called top-down strategy, uses prediction, and the focus is on the main idea. Bottom-up strategy comes second, and focuses on specific details. The first would be holistic, and the second would be analytic. Hence, I may have been using a holistic assessment on the sample reflections and it revealed to be not enough. What I learned from this is that we can use both strategies simultaneously to better understand the meaning. All the reflection process here allowed me to consider autonomously of what a reflection is.
Third, making a teaching plan from a new perspective to enhance students’ autonomy was challenging as well as exciting because, as mentioned above, a big change is expected. Most needs analysis I have prepared before taking this course was for the instructor to know the interests and some personality of students, as well as their basic language background. Though, in this course, advice was made to use needs analysis for the students to be aware of their weak points and strong points so that they can plan their own target and their future learning. As this can be a strong enhancement of learner autonomy at the beginning of the course, I made a new needs analysis survey based on promoting awareness. The final question in the survey is asking the students to set a goal for the course according to their background skills and interests. It should be a good start for students to take some control on their learning.
After the needs analysis, I plan news sharing in my new lessons. An affective strategy I apply in the sharing for enhancing their autonomy, is using rejoinders and fillers to provide laughter. When they are relaxed, they feel comfortable asking questions. The list of questions are suggested to support the sharing with a choice of rejoinders. As a communication strategy (Hismanoglu, 2000), they not only exchange the content of the news but also express their impressions with reasons. Since this activity is planned every week using a cognitive strategies to create structure for input and output ( Oxford, 1990), students choose a news topic according to their interest and prepare how to explain to a partner. In addition, checking news is a general practice with real language and real social issues. Students choosing a news topic from what is happening in our society may motivate them to continue searching outside of class. For the rest of the course, lessons are carefully observed to apply suitable strategies for students’ levels and types.
In conclusion, my future plans for developing my own autonomy and fostering it among my students, are simple. I summarized what I have learned in this course in five steps according to the definition by Little (2003). Always counsel and consider students (insight), offer choice for them and praise (positive attitude), search and plan the best strategies for autonomy (readiness to be proactive in self-management), experience and manage (group) strategies with students (readiness to be proactive in interaction with others), and reflect both analytically and holistically (capacity for reflection). Finally, my future courses will start from September with new plans to develop learner autonomy following these five steps.
References
British Council, Listening: top-down and bottom-up, Teaching English, Retrieved from
https://www.teachingenglish.org.uk/article/listening-top-down-bottom
Hismanoglu, M. (2000), Language Learning Strategies in Foreign Language Learning and Teaching.
The Internet TESL Journal, 5(8), August 2000
http://iteslj.org/Articles/Hismanoglu-Strategies.html
Little, D. (2003), Learner Autonomy and second/ foreign language learning
In : The Guide to Good Practice for Learning and Teaching in Languages,
Linguistics and Area Studies [electronic], (Eds) CIEL Language Support network https://www.researchgate.net/publication/259874624_Learner_autonomy_and_secondforeign_language_learning
LearnerautonomyLittle2003.pdf
Oxford, R. L. (1990). Language Learning styles and Strategies. Pdf
Learning Styles & Strategies/Oxford, GALA 2003
http://web.ntpu.edu.tw/~language/workshop/read2.pdf
Roth, J. (n.d.) Curve of forgetting, retrieved on August, 20, 2019 from
http://ol.scc.spokane.edu/jroth/Courses/English%2094-study%20skills/J-PEGS/Curve%20of%20Forgetting.htm
https://www.teachingenglish.org.uk/article/listening-top-down-bottom
Hismanoglu, M. (2000), Language Learning Strategies in Foreign Language Learning and Teaching.
The Internet TESL Journal, 5(8), August 2000
http://iteslj.org/Articles/Hismanoglu-Strategies.html
Little, D. (2003), Learner Autonomy and second/ foreign language learning
In : The Guide to Good Practice for Learning and Teaching in Languages,
Linguistics and Area Studies [electronic], (Eds) CIEL Language Support network https://www.researchgate.net/publication/259874624_Learner_autonomy_and_secondforeign_language_learning
LearnerautonomyLittle2003.pdf
Oxford, R. L. (1990). Language Learning styles and Strategies. Pdf
Learning Styles & Strategies/Oxford, GALA 2003
http://web.ntpu.edu.tw/~language/workshop/read2.pdf
Roth, J. (n.d.) Curve of forgetting, retrieved on August, 20, 2019 from
http://ol.scc.spokane.edu/jroth/Courses/English%2094-study%20skills/J-PEGS/Curve%20of%20Forgetting.htm
Spread the Word
Children being autonomous is a change often welcomed by parents. When I first saw a course named learner autonomy, I immediately understood the concept because enhancement of autonomy has been my main target as a mother of three children, and two of them already acquired it as adults.
Children do not grow by themselves. They learn from their family, community and society. Each of the surrounding elements help them learn how to do things by themselves, starting from actions such as eating, walking, and some years later, making decisions about what toy to wish for from Santa or which sports to join. In my case, since my husband trusts me, the central role is played by me whose job is to offer them support such as teaching how to use chopsticks, when to wear and take off shoes, how to write a letter to Santa, and how to greet a soccer coach. Each time, the key is to have them decide what to choose. Sometimes, they want a fork instead of chopsticks. Accordingly, they gradually become responsible for their actions.
Mothers also try to patiently teach them to become able to judge and make decisions. We offer support such as books, newspapers, and political TV programs showing some election candidates. By the time they leave home for college, we reflect on whether they have become confident enough to take care of themselves. When they are successfully autonomous, they may still struggle but they will decide their college courses, job, partner, and their own purpose in life.
Such process of gaining autonomy can happen in classrooms with careful plans. Students do not develop if being forced to study. They need strategies and analytical reflections to become independent learners. Thus, it is my honor to focus on improvement of learner autonomy in my classes, as I know how rewarding it is to see them proudly walking ahead of me finding their own ways toward their goals.
August, 2019
Meg Mendel Yoshieda
Children do not grow by themselves. They learn from their family, community and society. Each of the surrounding elements help them learn how to do things by themselves, starting from actions such as eating, walking, and some years later, making decisions about what toy to wish for from Santa or which sports to join. In my case, since my husband trusts me, the central role is played by me whose job is to offer them support such as teaching how to use chopsticks, when to wear and take off shoes, how to write a letter to Santa, and how to greet a soccer coach. Each time, the key is to have them decide what to choose. Sometimes, they want a fork instead of chopsticks. Accordingly, they gradually become responsible for their actions.
Mothers also try to patiently teach them to become able to judge and make decisions. We offer support such as books, newspapers, and political TV programs showing some election candidates. By the time they leave home for college, we reflect on whether they have become confident enough to take care of themselves. When they are successfully autonomous, they may still struggle but they will decide their college courses, job, partner, and their own purpose in life.
Such process of gaining autonomy can happen in classrooms with careful plans. Students do not develop if being forced to study. They need strategies and analytical reflections to become independent learners. Thus, it is my honor to focus on improvement of learner autonomy in my classes, as I know how rewarding it is to see them proudly walking ahead of me finding their own ways toward their goals.
August, 2019
Meg Mendel Yoshieda