The Role of the Autonomous Learner in Improving English Language Proficiency - Thesis Proposal Example

?Dissertation Research Proposal Working The Role of the Autonomous Learner in Improving English Language Proficiency ment of Purpose This thesis explores the role of the learner in improving English language autonomously. When a motivated beginning learner is given a base of knowledge about autonomous learning, and trained to be autonomous, with minimal oversight, will the learner master the language? This project suggests a program in which learning the language depends on the learner more than on direct teaching. It is suggested for people who want to learn the English language autonomously at home and do not have time, money, access or the desire to participate in formal courses. This project seeks to discover to what extent the beginning learner can gain fluency in the English language autonomously. . Background Those people who want to learn English have various learning styles, socio-economic and time constraints. Some people, though intelligent, do not score well on tests and do not perform well in a classroom context, especially one based on rote memorization, authoritarian leadership and one-way communication. Many students struggle with learning contexts that leave them confused. Perhaps their learning styles are not addressed. Perhaps their cognitive processes are organized too differently than the instructor’s or maybe they are intimidated by competition. Perhaps their attention is disengaged, due to lack of direct participation or because they are pragmatically-oriented and the material lacks an application emphasis. Gardiner’s (1983) theory of multiple intelligences suggests that each person has a unique set of strengths and weaknesses among various common areas (bodily-kinesthetic, linguistic, logical-mathematical, spatial, musical, naturalistic, interpersonal, intrapersonal intelligence). Autonomous learning could be a practical solution for various types of students because it encourages learners to individually tailor their learning experiences, using what works and discarding what does not. Training learners to utilize autonomous learning makes good sense. In my experience as an English teacher, I have seen how language learners can improve their language proficiency, if they are minimally guided. When they are asked to do something autonomously at home, they can do it and I use that as a foundation for classroom learning, For example, when students are asked to practice listening at home, specifically to listen to any native English programs, at the end of a designated time period, when the teacher brings a cassette to listen to, for the first time they can understand it, Proponents of the autonomy concept, in the field of language education, strongly advocate this kind of approach because they recognize that autonomous learners have personal strategies and insights into their own learning styles; they can take an active approach to the learning task; they are willing to take risks (i.e., to communicate in the target language at all costs); they can develop the target language; and they are tolerant toward the target language (Thanasoulas 2000). Significance I believe this study, though on a relatively small scale, is of great importance because the field of autonomous learning demands to be enriched with new research findings, particularly cross-cultural findings, This project would contribute to an intriguing field of vast applicability. Most adults learn a foreign language. Most schools teach foreign languages and it is no popular secret that taking a foreign language course at school generally fails to result in language proficiency. It is vital to consider alternative methods of learning. It is important to find out to what extent the language learner can learn language without a formal classroom structure. It is worthwhile to investigate whether the beginning learner can learn independently without referring to a teacher. It is worthwhile to investigate whether, if the learner is trained to learn autonomously and is learning within a well-designed program which gives an opportunity to learn according to individual needs, choosing techniques of individual suitability, language proficiency can be reasonably promoted? These are vitally important questions in the field of autonomous learning. This research has the potential to help people who want to or need to learn by themselves. Description My research question is to what extent autonomous learning is of value to those wanting to increase English language proficiency, and what role the autonomous learner plays in this process? Autonomous learning refers, in general, to learning that is independent of a formal classroom structure, learning that is primarily self-determined and with personal timing and personal responsibility for the process. It is, therefore, individualized, unique to the learner. Specifically, for the purposes of my study, autonomous learning refers to learning that is self-managed toward independent goals, and that targets the increase of English language proficiency. Increasing English language proficiency specifically means that the non-native English speaker improves significantly in her understanding and use of the English language and in her confidence about English communication. My research will utilize both qualitative and quantitative methodologies, and involve the participation of a small subject sample of seven to ten female Saudi language learners over a period of 14 to 16 months (training and 12 months of autonomous learning). They will be made familiar with the concept of autonomous learning. They will be trained in making autonomous learning choices that are suitable for their needs, goals, interests, strengths, and learning style. Assessments will be conducted over a 12 month period and student self-evaluations, researcher observation notes, questionnaires and assessments will be collected. The resulting data will be organized into case study descriptions, from which it is hoped that meaningful patterns will emerge. Because autonomous learning actively engages the learner in interacting with her environment in ways that exercise and develop her English language skills, respond to her personal learning style and unique set of intelligences, and cater to her natural interests and attention, it is anticipated that, following training, there will emerge evidence of autonomous learner efficacy. Some of the patterns I am looking for have to do with the role of the autonomous learner in this process. I am interested in what strategy choices are made and how similar or different these are for each learner. I am curious to see whether autonomous learners will externalize the traditional teacher role, in the beginning, or whether they will be comfortable with their own self-determination in the autonomous learning process. I am interested in seeing how motivation is or is not sustained over the program period. I am interested in how beginning autonomous learners feel about their learning experience, and how valuable they feel it is. I am interested in how this process of autonomous learning will lead to English language proficiency. Literature Review Autonomous learning is a complex term with many meanings and shades of meaning and various implications for educational methodology. There is controversy in the literature as to whether autonomy is a capacity of the learner or a type of learning behavior; whether it elicits learner responsibility or demands total learner control; whether it is a state of mind with political implications or a political right; and even whether there is teacher autonomy as well (Benson 2001). The concept of autonomous learning is reflected in various learning theories and educational traditions. Followers of Vygotsky suggest that “the teacher's role is to create and maintain a learning environment in which learners can be autonomous in order to become more autonomous (Little 2004). This process of becoming more autonomous is reflected in the literature as autonomy being an encouraged capacity that develops with intellectual and social stimulation, through natural interaction with the environment. Some educators favor project learning, which is learning that involves both collaboration and autonomy, organized around the design, investigation and implementation of a project with non-predetermined outcome, and is driven by an over-arching question. In fact, autonomy is one of five essential criteria in the research definitions of project learning (Thomas 2000). Independent learning (such as a research project or readings on a theme) foster autonomy in high school and college students, and distance education courses generally involve more autonomy than traditional lecture-based courses. But these types of autonomous learning experiences are often formally structured around a pre-determined agenda that gives the student only minimal control. Homeschooling is often thought of as involving autonomous learning because it is done outside the formal structure of a classroom . However, with the Christian Fundamentalist movement advocating for member parents to school children at home, in America, and the movement by individual States to regulate and supplement homeschooling with curriculum and support centers, the autonomous nature of homeschool has undergone a cleansing. Although some homeschooling approaches encourage autonomy, more often than not the home has simply taken on the structure of a formal school experience, and the parent has been shaped into a formal teacher. A particular branch of the homeschooling movement is “unschooling”, a term coined by John Holt, based on his writings and on the writings of progressive educators, like John Dewey and A. S. Neill (Robin 2007). Unschooling is a philosophy of autonomous learning that views the world as a classroom and postulates that learning should be a natural product of living and pursuing interests, needs and goals. It is radically learner-centered, although often is collaborative. Books and sometimes even a teacher might be involved, but the distinguishing feature is that the learner takes responsibility for the process and learning occurs naturally, in the course of living, rather than artificially, in isolation or with a pre-packaged, one-size-fits-all curriculum. Kocak (2003) identified three philosophies underlying autonomous learning: Humanistic, Constructivist, and Experiential. From Humanistic philosophy, autonomous learning gets its emphasis on respect for the naturally unfolding processes of the learner, as well as the idea of teaching as a facilitative role that empowers the learner. From Constructivist philosophy, autonomous learning gets its emphasis on learners having creative freedom to make decisions that help them to build their own unique version of the learning outcome. From Experiential philosophy, autonomous learning gets its emphasis on the importance of the learner’s active engagement in the learning process, the focus on active output rather than passive input. Kocak (2003) identified motivation as a key component in learner readiness for foreign language learning. Dornyei and Csizer (1998) did a study on 200 Hungarian English teachers, and found that autonomous learning was considered to be very important, as a motivational strategy, in the teaching of English. Deci and Ryan (1985) (cited in Spratt, Humphreys, and Chan, 2002) suggest that learners will become more self-determined if their intrinsic motivation is supported. Little (1990:8) and Knight (1996:35) make a point of explaining that “autonomous” learning cannot imply isolation and detachment, as we are socially interactive beings, and our learning must reflect that.. All learning is relational (Biggs 2003). Knowles prefers to call it “self-directed” learning, which is characterized by the learners identifying their own needs, goals, resources, learning strategies and evaluating learning outcomes, with or without the involvement of a teacher (1975:18). Kocak (2003) documents three basic reasons for using autonomous learning in the study of English as a foreign language. They are: psychological, practical, and philosophical. People like to be in control of their learning process and gain extra motivation that way. Sometimes there are insufficient resources or limited access in the more formal learning context. Thirdly, people have a right to self-determination. Methodology Participants will be beginners in English language who are not joining any language learning courses. They will be Saudi females. Their ages will range from 18-29. They should be motivated and ready to experience this autonomous learning program, and to participate in assessment and data collection with the researcher. To allow the researcher to focus not only on proficiency increases but also, more importantly on the role of the learners in the process, the subject sample will be small, preferably 7-10 young women. The study is being limited to women only because men are more likely to have a job, in Saudi society, and may not have sufficient time and attention to engage in autonomous learning and related documentation. We will choose women who are not employed. They will be asked to sign a consent form, indicating their understanding that they are participating in a research project to investigate their autonomous learning processes. Researcher will keep confidential any and all communications from research subjects regarding their learning processes, identified strengths and weaknesses, learning outcomes, etc. Personal privacy will be respected. A copy of the completed study will be made available to them. They will be informed about the definitions, methods and goals of this research study and the program it entails. Questions will be encouraged and answered. They will be trained in autonomous learning. The researcher will design a program with each participant according to her individual needs, interests, resources and preferences. This program will be flexible to adapt to each participant's language development and to concentrate on particular proficiency weaknesses of the learner. Participants will contact the researcher weekly to measure improvement. Researcher will keep observation notes. In addition, they will be asked to write a weekly report about their improvement process and their autonomous learning experience. Data collection tools will include a questionnaire, observation, weekly self-evaluation report, monthly assessment tests, final test at the end of the program to check the proficiency level they reach. They will be asked to answer a questionnaire about their experience. Observation is carried out while the researcher is in weekly contact with each participant, to record language improvement. The evaluation report is written every week to document how the participant evaluates herself and how her learning process was experienced during the week. Monthly assessment tests are done to check the speed of improvement, based on which level of proficiency they reach. A final test will check the point they have reached by the end of the autonomous learning program. Data analysis will include identifying any emergent patterns by considering each case individually and comparing all cases relative to each other. Software (Anova and SPSS) will be used for a more precise analysis. Research Planning I will need 4 to 8 months to prepare the questionnaire and assessments, design a contact observation form, and organize the training program. I will need 2 to 4 months to select the research subjects, obtain informed consent, conduct training in autonomous learning, and work out the scheduling. The following 12 months will comprise the learning program and data collection. I expect the data analysis to take approximately 6 to 12 months. Problems The potential distance between participants and researcher might be problematic. The sample will be in Saudi Arabia, while the researcher may study in America or Britain. A solution might be to make full use of internet contacting. Observation would be enhanced with a web camera. Most studies on autonomous learning focus on the experienced formal learner who moves toward increased autonomy. In the case of this study, however, I will be focusing on autonomous learners who are beginners in the English language. It is unknown to what extent autonomy can be appreciated, motivation can be sustained, and autonomous learning strategies fully utilized by foreign language beginners. References Benson, P (2003). Teaching and researching autonomy in language learning Biggs, J. (2003). Teaching for quality learning at university, Buckingham, SHREL Open University Press Dimitrios Thanasoulas, Dimitrios (2000). What is learner autonomy and how can it be fostered? The Internet TESL Journal, Vol. VI, No. 11. Retrieved from http://itesliorg/Articles/Thanasoulas-Autonomy.html Dornyei, Z. and Csizer, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 2 (3), 203-229 Gardner, Howard (1983). Frames of mind. The theory of multiple intelligences. New York: Basic Books Knight, P. (1996). Independent study, independent studies and core skills in higher education. In Tait, J and Knight, P. eds. (1996). The management of independent learning. London: Kogan Page in association with SEDA Knowles, M. (1975). Self directed learning: A guide for learners and teachers. Chicago: Follett Publishing Company Kocak, Ayfer. (2003). A study on learners’ readiness for autonomous learning. Retrieved from http://etd.lib.metu.edu.tr.upload/1217728/index.pdf Little, D. (1990). Autonomy in language learning: Some theoretical and practical considerations. In: Gathercole, I ed. Learning foreign languages from authentic texts. Dublin: Authentik, in association with CiLT, London. p. 715 Little, David. (2004). Learner autonomy and second/foreign language learning. Subject Center for Languages, Linguistics and Area Studies Good Practice Guide. Retrieved from http://www.llas.ac.uk/resources/gpg/1409 Robin (2007). What is unschooling. Life Without School. Retrieved from. http://www.blog.lifewithoutschool.info/ Spratt, M., Humphreys, G. and Chan, V (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6 (3), 245-266 Thomas, John W. (2000). A review of research on project-based learning. Retrieved from http://www.bobpearlman.org/BestPractices/PBL_Research.pdf Read More