Schedule: 2009-09-12 (12:45 - 13:30)
Parallel Session 5 (Room A-35)

Title: Developing Learner Autonomy through a Blended Learning Approach
Authors: Simon Buckland
Abstract: In “Language Learner Autonomy: Some Fundamental Considerations Revisited”, David Little argues that “Learner autonomy is the product of an interactive process in which the teacher gradually enlarges the scope of her learners’ autonomy by gradually allowing them more control of the process and content of their learning”.

In other words, the goal of developing learners’ autonomy in using language, which is generally regarded as a fundamental aim of all well-integrated instructional programs, is inseparable from the development of autonomy within and through the learning methodology.

However, the role of technology in this process is generally limited to facilitating reflection and communication, and to storing and evaluating the learners’ compositions and assignments – for instance, in the electronic version of the European Language Portfolio (http://www.eelp.org/eportfolio/index.html).

And in “Autonomy and the Distance Language Learner”, Stella Hurd says “Sophisticated software and growing expertise … make it possible … for language learners to communicate … with groups of other learners either asynchronously or synchronously, through bulletin boards, text chat, audio-video conferencing… as part of a virtual community.”

In this paper I argue that these tools are accessible and useful to learners to the extent (a) that they have the time to use them and to learn how to use them, (b) that their knowledge of English is sufficient to enable them to use them profitably, and (c) for less knowledgeable and technically accomplished learners, that someone is available to train and support them in their use.

I go on to argue that technology can be used to help develop learner autonomy even among Beginners with a very limited amount of time available for study – as is the case with many part-time learners living in non-English-speaking countries. The means to achieve this is a blended learning system which progressively trains students to reflect on their learning and adjust their use of the materials according to the results they achieve.

The system I describe sets out to balance operational simplicity (limiting the amount of time-consuming pre-training required) with flexibility and personalization of learning, especially as regards when, where and how to study. Integrating both formative and summative assessment into the learning process, it enables both learners and instructors to make informed choices about optimum next steps.

In this way autonomy in language use can be developed even among learners whose language abilities, personal goals and time commitments might render problematic the development of the meta-linguistic and of meta-cognitive skills generally advocated in the literature.

The presentation is illustrated with excerpts from learning materials and examples of students’ learning paths and study records.
Keywords: Blended, computer-assisted, autonomy, reflection, technology, e-learning, professional

Main topic: Innovative e-learning solutions for languages

Biodata: Simon Buckland has been developing ESL learning materials in print, video and computer form since the 1970s, with a particular interest in blended learning. He is currently the Director of Curriculum Development and chief courseware author for the Wall Street Institute group of schools.
Type of presentation Paper presentation

Paper category Reflective Practice

Target educational sector Adult education

Language of delivery English

EU-funded project No

Schedule:	2009-09-12 (12:45 - 13:30) Parallel Session 5 (Room A-35)
Title:	Developing Learner Autonomy through a Blended Learning Approach
Authors:	Simon Buckland
Abstract:	In “Language Learner Autonomy: Some Fundamental Considerations Revisited”, David Little argues that “Learner autonomy is the product of an interactive process in which the teacher gradually enlarges the scope of her learners’ autonomy by gradually allowing them more control of the process and content of their learning”. In other words, the goal of developing learners’ autonomy in using language, which is generally regarded as a fundamental aim of all well-integrated instructional programs, is inseparable from the development of autonomy within and through the learning methodology. However, the role of technology in this process is generally limited to facilitating reflection and communication, and to storing and evaluating the learners’ compositions and assignments – for instance, in the electronic version of the European Language Portfolio (http://www.eelp.org/eportfolio/index.html). And in “Autonomy and the Distance Language Learner”, Stella Hurd says “Sophisticated software and growing expertise … make it possible … for language learners to communicate … with groups of other learners either asynchronously or synchronously, through bulletin boards, text chat, audio-video conferencing… as part of a virtual community.” In this paper I argue that these tools are accessible and useful to learners to the extent (a) that they have the time to use them and to learn how to use them, (b) that their knowledge of English is sufficient to enable them to use them profitably, and (c) for less knowledgeable and technically accomplished learners, that someone is available to train and support them in their use. I go on to argue that technology can be used to help develop learner autonomy even among Beginners with a very limited amount of time available for study – as is the case with many part-time learners living in non-English-speaking countries. The means to achieve this is a blended learning system which progressively trains students to reflect on their learning and adjust their use of the materials according to the results they achieve. The system I describe sets out to balance operational simplicity (limiting the amount of time-consuming pre-training required) with flexibility and personalization of learning, especially as regards when, where and how to study. Integrating both formative and summative assessment into the learning process, it enables both learners and instructors to make informed choices about optimum next steps. In this way autonomy in language use can be developed even among learners whose language abilities, personal goals and time commitments might render problematic the development of the meta-linguistic and of meta-cognitive skills generally advocated in the literature. The presentation is illustrated with excerpts from learning materials and examples of students’ learning paths and study records.
Keywords:	Blended, computer-assisted, autonomy, reflection, technology, e-learning, professional
Main topic:	Innovative e-learning solutions for languages
Biodata:	Simon Buckland has been developing ESL learning materials in print, video and computer form since the 1970s, with a particular interest in blended learning. He is currently the Director of Curriculum Development and chief courseware author for the Wall Street Institute group of schools.
Type of presentation	Paper presentation
Paper category	Reflective Practice
Target educational sector	Adult education
Language of delivery	English
EU-funded project	No