LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 14:11 November 2014
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
         C. Subburaman, Ph.D. (Economics)
Assistant Managing Editor: Swarna Thirumalai, M.A.

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Attaining Motivation and Learner Autonomy to Encourage Independent Study

M. R. Wajida Begum, M.A., Ph.D. Research Scholar

Abstract

This paper aims to investigate the student-teachers’ beliefs about learner autonomy where English tends to be a target language. The idea of learner autonomy is not new. Yet it has been widely referred to in the field of English Language Teaching (ELT) only over the last decade. Previously, the term referred more directly to practical interventions or situations of learning which were more favoured within ELT: ‘individualization’, and ‘learner independence’. The overall study in this article indicates that student-teachers should have a positive approach towards the adoption of learner autonomy principles. Most student-teachers, however, do not want their future students to take part in the decision making process concerning the time and place of the course and the textbooks to be followed. In the light of the previous research done by the researches, teacher-educators are recommended to encourage their students to engage in out-of-class tasks, to involve them in decision-making on the learning or teaching processes and to employ portfolios and teacher logs for the development of practical knowledge and thinking operations. There is an important role for teachers in this process since the ability to behave autonomously for students is dependent upon their teacher creating a classroom culture where autonomy is accepted.

Key words: Learner Autonomy, Motivation, Independent Learning

Introduction

Scharle and Szab? raise the questions: How do you describe a responsible learner? Do they always do their homework? Are they good team workers? Or do they volunteer to clean the blackboard? Are they diligent and obedient? They also suggest that the responsible learners may not always have the same tendencies or traits. We do not think of responsible learners as role models, but as learners they accept the idea that their own efforts are crucial to progress in learning, and behave accordingly (3).

Responsible learners do not have to be especially keen on team work, but they are willing to cooperate with the teacher. They “accept the idea that their own efforts are crucial to progress in learning, and behave accordingly” (Scharle and Szabó 3).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ENTIRE ARTICLE IN PRINTER-FRIENDLY VERSION.

M. R. Wajida Begum, M.A., Ph.D. Research Scholar
Bharathi Women’s College (A)
Pragasam Salai
Chennai 600 108
Tamilnadu
India
wajidabegumm@gmail.com
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