The Pedagogy of Learner Autonomy: Lessons from the Classroom

Abstract

Learner autonomy in language learning has been the focus of enthusiastic investigation for the last 25 years. Research has focused on three key areas: the nature of autonomy, efforts to foster learner autonomy and the relationship between learner autonomy and effective language learning (Benson, 2011). This article focuses on the second area – the pedagogy of learner autonomy – and reports on insights gained from a career spent exploring learners’ efforts to learn a language. The paper is organized around a pedagogical model (Cotterall & Murray, 2009; Murray, 2013) which aims to enhance learner engagement and autonomy. The model consists of five affordances – engagement, exploration, personalization, reflection and support – which emerged from analysing the interviews and written narratives of Japanese university students engaged in independent language learning. The paper first discusses each of the five affordances and the way they contribute to the quality of language learning opportunities (Crabbe, 2003) in a given environment. Next, the affordances are illustrated in relation to five different learning contexts in an attempt to highlight the diverse ways in which learner autonomy can be promoted. Rather than prescribe particular classroom activities, the model identifies principles which can guide pedagogical decision-making. The paper concludes by considering the model’s potential as a set of guidelines for teachers who wish to promote learner autonomy.

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