Learners as Researchers of their Own Language Learning: Examples from an Autonomy Classroom

Abstract

Learners have in the past quite often been involved in research projects as co-researchers, and have, for example, provided researchers and teachers with data. This paper describes how learners can be systematically supported in becoming researchers of their own language learning in an autonomy classroom. In doing so, the similarities between the work/research cycles involved when developing language learner autonomy and when supporting learners in becoming researchers of their own language learning are exemplified. Furthermore, useful and necessary tools and pre-requisites for the two parallel processes in question are pointed out and illustrated. After two examples with learners as co-researchers at beginners’ level and one example of a complete research cycle from one student at intermediate level, the paper concludes that a learner developing his or her autonomy is at the same time researching his or her own language learning. As a corollary the teacher’s role changes from an action researcher to a co-researcher in the autonomy classroom.

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