Reading Reflection#3

Theory and Research:
Autonomy and Language Learning by Deborah Healey

The author pointed out in the very beginning that the current views of autonomy have moved away from isolated learning toward social settings and flexible interdependence. Later, Healey used Oxford’s viewpoints to support her idea that autonomy learning is not just using technology in learning but it’s much more. Oxford discussed autonomy from four varying perspectives: Technical perspective, psychological perspective, sociocultural perspective, and political-critical perspective.

In talking about the technical perspective, Oxford divided the setting into four categories- Highly structured learning, Accreditation and training, Contract-based independent study, and Highly self-directed learning. These four categories differentiate from the control of content and setting. The author suggested that much of the CALL material falls into Accreditation and training category. Learners own partial freedom on their learning material and pace, though sometimes the freedom of pace control will be taken by giving deadlines. Among the four categories, Highly self-directed learning is the most flexible one. It’s more learner-centered, and teacher is just a reference. Learners decide the setting, content, and even the way to evaluate their learning performance.

To discuss the autonomy learning from psychological perspectives, the author focuses on individual learner. Different autonomy learner has different learning style, motivation, strategies, and self knowledge. According to the differences, we can provide different materials or teaching style to fit different needs.

Opposite from psychological educators, Vygotsky and other social constructivists believe that learning relies on interaction with others and the whole social environment. Therefore, though we encourage autonomy learning, it doesn’t mean learners have to learn alone, they are still part of the community members. And the role of computer is not the memberships but a tool for learners to interact with other community members. Author discuss the autonomy learning from political-critical perspective pointed out a very important concept which is that technology, like all human artifacts, is not neutral; it can bring autonomous learns to the way they want. Therefore, learners must be aware this point and view those materials critically.

I believe this article help me a lot in understating autonomy learning from a broad perspective. From my viewpoint, CALL and some other computer-assisted courses can be a way to encourage autonomy learning. However, after reading this article, I know there are more applications than I can imagine. For example, some autonomy learners might prefer group discussion so that I might use forum discussion to motive this kind of learners. Like the authors said, “some learners might believe that they are come by empty and wait the instructor to fill in knowledge,” for this kind of students, I might arrange higher level students to play a role of facilitator. Being assist for a period of time, those students will be more familiar with the way of learning and then gradually learn by themselves. Overall, this article brought a lot of concerns of autonomy learning which I think is very important for teacher to think ahead. It also proves that CALL and other computer-assisted learning is not built on air, they are built on solid theories. I learn a lot from this article.