Learner Autonomy and Holec’s Model

Murray, Garold L.

doi:10.4324/9780429261336-8

Cited by 4 publications

(4 citation statements)

References 1 publication

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“…LA has drawn educators and researchers' interest over the last few decades. Although LA has been defined in different ways (Benson, 2007;Benson & Lamb, 2020;Little, 1991;Littlewood, 1996;Oxford, 2015;Sinclair, 2000;Murray, 2020), Holec's (1981 3) definition of autonomy as learners' "capacity to take charge of their own learning" is often quoted in the literature. In addition, Benson's (2013) interpretation of this construct as students' control over their learning process is also commonly accepted.…”

Section: Definition Of Lamentioning

confidence: 99%

Promoting Learner Autonomy in Competence-Based General Education Curriculum in Vietnam: High School Teachers’ Beliefs

Phan

2024

IJLTER

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Learner autonomy has recently been adopted as a desirable educational goal in many countries and a dominant topic in teaching and learning English. Despite numerous studies on the initiatives to foster learner autonomy in various contexts, little research has explored how high school teachers interpret and foster their students’ autonomy, especially in relation to the new competence-based curriculum for general education in Vietnam. This paper aimed to address this gap by investing teachers’ beliefs related to learner autonomy using a mixed-methods approach. It drew on data derived from a Likert-scale questionnaire with 71 high school teachers and individual interviews with five teachers of various subjects in a province in the south of Vietnam. The data were analyzed using SPSS software and qualitative thematic analysis. The findings indicated that teachers were well aware of the importance of learner autonomy and its significance in Vietnamese education. They generally took positive beliefs toward learner autonomy, but also expressed some reservations about its feasibility in classroom practice. Despite these challenges, teachers generally believed that they provided various learning opportunities and practices of this competence. This study presented a preliminary investigation into high school teachers’ beliefs about promoting LA in the new competence-based curriculum, which can be a useful resource for researchers and educators in the field. However, the study was small in scope and lacked generality. Future research could thus recruit more participants from various backgrounds and geographical regions or delve deeper into how various factors interact to shape teachers’ practices.

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Section: Definition Of Lamentioning

confidence: 99%

Promoting Learner Autonomy in Competence-Based General Education Curriculum in Vietnam: High School Teachers’ Beliefs

Phan

2024

IJLTER

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“…Although LA has been conceptualized in varying ways, it is broadly understood as students' ability to take responsibility or control of their own learning (Benson, 2011;Benson & Lamb, 2020;Holec, 1981;Little, 2003Little, , 2022Littlewood, 1996;Murray, 2020;Oxford, 2015). This ability entails such essential features as setting learning objectives, defining learning content and progression, choosing learning methods, monitoring the procedure of acquisition, and evaluating knowledge acquired.…”

Section: Literature Reviewmentioning

confidence: 99%

“…That is, when they decide on the objectives and choose appropriate methods, to monitor and evaluate the learning process (Ho & Dimmock, 2023;Little et al, 2017;Murray, 2020;Nguyen & Habók, 2020). The participants also used various terms to refer to LA in the interviews such as learner independence, self-study, or self-control, as documented in the literature (Benson, 2007;Little, 2003Little, , 2022Raya & Vieira, 2020).…”

Section: Pre-service Teachers' Perception About Learner Autonomymentioning

confidence: 99%

Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam

Phan,

Nguyen,

et al. 2024

IJLTER

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This paper discusses learner autonomy (LA), which has recently been adopted as an important educational goal in the new competence-based curriculum for general education in Vietnam. Despite numerous studies on the initiatives to foster LA in various contexts, more research is needed to substantiate the literature on how pre-service teachers interpret and practice LA so that they could better reach the educational goal of fostering student autonomy in school settings. Drawing on data from surveys and interviews with pre-service teachers from Years 1 to 4 across seven disciplines of teacher education programs, the findings of our case study indicate that teacher education programs in Vietnam may prepare pre-service teachers to enact their autonomy in learning to some extent. Nevertheless, such programs need to provide to-be teachers with opportunities to actually control their learning in university settings so that they might better assist school students to develop their own independent learning and self-study. This paper thus concludes by raising two points concerning pedagogical obligation that pre-service teachers and teacher trainers should be aware of: first, that student autonomy relies substantially on teachers being supportive and flexible in devising learning activities; and second, that teacher education programs should equip pre-service teachers with sufficient knowledge, skills and resources to develop their own autonomy to enable their future students’ independence.

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“…On the surface, conversation lounges seem to serve a simple purpose, but the dynamics and the psychological processes underlying how (and whether!) learners make use of such lounges can be quite complex (Murray, 2017(Murray, , 2020Mynard et al, 2020). Various factors can influence the dynamics of such a space: For example, its location; whether there is a language policy; staffing decisions such as whether to have teachers on duty; expectations, needs, goals, experiences and beliefs of potential users; sociocultural context; and the nature of emergent communities in the space.…”

Section: Conversation Loungesmentioning

confidence: 99%

Self-Determination Theory: A Proposed Framework for Self-Access Language Learning

Mynard¹,

Shelton-Strong²

2022

JPLL

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The field of self-access language learning (SALL), which is an established way of supporting language learners outside the classroom through the provision of resources and spaces, spans more than five decades and is currently in a phase that Mynard (2019a) refers to as the ‘basic psychological needs and wellbeing’ phase. This is a turning point in SALL wherein the focus has shifted towards the need for (more explicitly) facilitating an autonomy-supportive environment outside the classroom. This focus supports language learners’ needs for autonomy, relatedness and competence, and as such, aims to provide the conditions needed to foster language learning in an environment in which they can thrive and grow in psychologically healthy ways (Ryan & Deci, 2020). In this theoretical article, the authors make a case for using self-determination theory (SDT; Deci & Ryan, 1985; Ryan & Deci, 2017) as an overarching framework for future developments in the field of SALL. The article gives an overview of four key SALL support systems, showing how they can fulfil students’ basic psychological needs. These four key support systems are: advising in language learning; structured awareness raising; conversation lounges; and interest-based, student-led learning communities.

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Learner Autonomy and Holec’s Model

Cited by 4 publications

References 1 publication

Promoting Learner Autonomy in Competence-Based General Education Curriculum in Vietnam: High School Teachers’ Beliefs

Promoting Learner Autonomy in Competence-Based General Education Curriculum in Vietnam: High School Teachers’ Beliefs

Pre-service Teachers’ Perceptions and Practices of Learner Autonomy: A Case Study in Vietnam

Self-Determination Theory: A Proposed Framework for Self-Access Language Learning

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