Chapter 8. Agile Methodologies for Fostering Self-Directed Learning and Learner Autonomy in the EFL Classroom
Michael Rogge
Michael Rogge
Abstract
This chapter explores how agile methodologies can foster self-directed learning and learner autonomy in the EFL classroom, particularly in the wake of the COVID-19 pandemic and the rapid digital transformation of education. Drawing on classroom-based practice and theoretical perspectives on learner autonomy, student agency, and growth mindset, the chapter shows how agile principles such as collaboration, iteration, incremental learning, and reflective feedback can support learners’ self-regulation and responsibility for learning. It introduces key agile frameworks, including Scrum, Kanban, Design Thinking, and Liberating Structures, and illustrates how these can be adapted for foreign language teaching to promote authentic communication, teamwork, and metacognitive awareness. By aligning agile learning cycles with established models of autonomous language learning, the chapter demonstrates how agile methodologies help create a positive error culture, strengthen formative assessment, and develop essential 21st-century skills. While acknowledging the need for further empirical research, the chapter argues that agile approaches offer a powerful, practice-oriented pathway toward sustainable learner autonomy beyond pandemic-related educational challenges.
About the Author
Michael Rogge is a teacher and teacher trainer at the ZfsL Gelsenkirchen, where he supports prospective teachers in developing effective, learner-centred classroom practices. As a media consultant for the school district of Münster, he advises schools on digital transformation, instructional technology, and the pedagogical use of digital tools. In addition, he works as a textbook author and contributes to the development of teaching materials for the EFL classroom. His professional interests include educational innovation, collaborative learning, and empowering teachers to create inclusive and engaging digital learning environments.
Citation
Rogge, M. (2025). Agile methodologies for fostering self-directed learning and learner autonomy in the EFL classroom. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 174-198). Candlin & Mynard. https://doi.org/10.47908/40/8
This chapter explores how agile methodologies can foster self-directed learning and learner autonomy in the EFL classroom, particularly in the wake of the COVID-19 pandemic and the rapid digital transformation of education. Drawing on classroom-based practice and theoretical perspectives on learner autonomy, student agency, and growth mindset, the chapter shows how agile principles such as collaboration, iteration, incremental learning, and reflective feedback can support learners’ self-regulation and responsibility for learning. It introduces key agile frameworks, including Scrum, Kanban, Design Thinking, and Liberating Structures, and illustrates how these can be adapted for foreign language teaching to promote authentic communication, teamwork, and metacognitive awareness. By aligning agile learning cycles with established models of autonomous language learning, the chapter demonstrates how agile methodologies help create a positive error culture, strengthen formative assessment, and develop essential 21st-century skills. While acknowledging the need for further empirical research, the chapter argues that agile approaches offer a powerful, practice-oriented pathway toward sustainable learner autonomy beyond pandemic-related educational challenges.
About the Author
Michael Rogge is a teacher and teacher trainer at the ZfsL Gelsenkirchen, where he supports prospective teachers in developing effective, learner-centred classroom practices. As a media consultant for the school district of Münster, he advises schools on digital transformation, instructional technology, and the pedagogical use of digital tools. In addition, he works as a textbook author and contributes to the development of teaching materials for the EFL classroom. His professional interests include educational innovation, collaborative learning, and empowering teachers to create inclusive and engaging digital learning environments.
Citation
Rogge, M. (2025). Agile methodologies for fostering self-directed learning and learner autonomy in the EFL classroom. In K. Heim, L. Dam, A. Albrecht, & C. Becker (Eds.), Reforming the foreign language classroom: Empowering learners to take ownership (pp. 174-198). Candlin & Mynard. https://doi.org/10.47908/40/8
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Information About the Book
Title: Reforming the Foreign Language Classroom: Empowering Learners to Take Ownership Editors: Katja Heim, Leni Dam, Annika Albrecht, and Carmen Becker Read more... |