Collaborative Learning and Learner Autonomy: Beliefs, Practices and Prospects in Pakistani Engineering Universities

Abstract

Learner autonomy in language classrooms received researchers' attention quite recently. The research intends to explore the prospects of promoting autonomy in Pakistani learners through collaborative tasks. The sample consists of 16 teachers working in public sector Engineering universities of Punjab. A qualitative approach and interpretive paradigm were selected for the present study. The role of collaborative learning in developing autonomy in learners is explored through gathering teachers' beliefs using semi-structured interviews and observing their practices in the classrooms. A constructivist's lens was employed in collecting and analyzing data. The findings show that teachers believe that collaborative learning is inculcating independence, responsibility, confidence, motivation, skills, and positive interdependence which are required for autonomy promotion. They also believe that collaborative tasks, famous among Pakistani learners and few teachers, can be utilized as the right medium in autonomy development. However, class-observations do not depict a promising situation. Teachers are found inclined towards traditional teaching pedagogy, and collaborative tasks are found lacking true spirit.

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