Chapter 8: Supporting Learner Autonomy in the University Classroom: A Personal Account. By Anja Burkert
Abstract
In this practice-oriented paper I will report on how I personally try to develop and promote the autonomy of my students in my English language classes at Graz University. I will begin by pointing out a number of constraints with which I am faced in my particular teaching and learning context, and which, at first sight, seem to rule out the establishment of a learner-centred classroom environment involving students actively in relevant decision-making processes. I will then discuss, in some detail, those aspects of a pedagogy for autonomy which I have been introducing over the years to encourage my students to take on a more active role in their learning: learner diaries, peer-reviewing sessions, a seating arrangement in groups of four, and self-evaluation tasks/progress checks before exams. I will also reproduce in my paper short extracts from learner diaries and peer-reviewed texts produced by my students, and an example of a self-evaluation task/progress check. I will conclude by stressing that for me personally the discovery of the concept of learner autonomy was an invaluable experience, influencing my whole approach to teaching and learning.
Citation (APA 7)
Burkert, A. (2019). Supporting learner autonomy in the university classroom: A personal account. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (pp. 153-169). Candlin & Mynard. https://doi.org/10.47908/9/8 (Original work published 2013)
In this practice-oriented paper I will report on how I personally try to develop and promote the autonomy of my students in my English language classes at Graz University. I will begin by pointing out a number of constraints with which I am faced in my particular teaching and learning context, and which, at first sight, seem to rule out the establishment of a learner-centred classroom environment involving students actively in relevant decision-making processes. I will then discuss, in some detail, those aspects of a pedagogy for autonomy which I have been introducing over the years to encourage my students to take on a more active role in their learning: learner diaries, peer-reviewing sessions, a seating arrangement in groups of four, and self-evaluation tasks/progress checks before exams. I will also reproduce in my paper short extracts from learner diaries and peer-reviewed texts produced by my students, and an example of a self-evaluation task/progress check. I will conclude by stressing that for me personally the discovery of the concept of learner autonomy was an invaluable experience, influencing my whole approach to teaching and learning.
Citation (APA 7)
Burkert, A. (2019). Supporting learner autonomy in the university classroom: A personal account. In A. Burkert, L. Dam, & C. Ludwig (Eds.), The answer is learner autonomy: Issues in language teaching and learning. (pp. 153-169). Candlin & Mynard. https://doi.org/10.47908/9/8 (Original work published 2013)
Information About the Book
Title: The Answer is Learner Autonomy: Issues in Language Teaching and Learning.
Editors: Anja Burkert, Leni Dam and Christian Ludwig
Publication date: 2019 (originally published in 2013 as an ebook by IATEFL)
Read more...
Title: The Answer is Learner Autonomy: Issues in Language Teaching and Learning.
Editors: Anja Burkert, Leni Dam and Christian Ludwig
Publication date: 2019 (originally published in 2013 as an ebook by IATEFL)
Read more...