SHARINA SAAD PLG743

1. A CRITICAL ANALYSISTeacher’s new role in language learning and in promoting learnerautonomy Lumturie Bajramia*South East European University, Ilindenska n.335,1200 Tetovo, MacedoniaLearner Autonomy in language learningSabitha. S.R. Najeeb Department of English, Jubail College of Education for Girls,Jubail Industrial City, Al Ahsa 1,31961, Kingdom of Saudi Arabia SHARINA SAAD PLG743

2. ARTICLE 1- Teacher’s new role in language learning and in promoting learner autonomy Abstract This article is about autonomy in language learning (1) and the basic components which define the role of a teacher (2) and the role of a learner (3)in the process. A teacher’s role is very important in helping students develop autonomy in learning, besides other crucial functions, such as management and instruction. Learner autonomy in the last few decades has been considered as one of the ultimate goals in education in general and in particular in language learning. An autonomous learner can be considered that student who has developed some learning strategies and is able to control their way of learning. In the case of learning a language, the students need to know how to learn in the classroom and out of it in order to understand what strategies are more functional for them. Having a repertoire of learning styles and strategies can help students become better and more creative and autonomous learners. The process of becoming an autonomous learner is a dynamic one and leads the learner into the acquisition of numerous styles and strategies. The main goal of strategies and instruction is to make the students more aware of the effectiveness of their learning, and also to help students consciously control how they learn so that they can be efficient, motivated, and independent language learners.

3. INTRODUCTION • The key issues in learner autonomy is moving the focus from teaching to learning. • What changes have to be made now that the spotlight is pointed at the learners not teachers. • According to Little (1999), the basis of learner autonomy is to accept responsibility for one’s own learning • This may seem not very possible to new teachers or indeed experienced teachers who have been the centre of attention and in control of their classroom. • David Little wrote: “I believe that all truly effective learning entails the growth of autonomy in the learner as regards both the process and the content of learning; but I also believe that for most learners the growth of autonomy requires the stimulus, insight and guidance of a good teacher” (Little, 2000, pp. 4-7). • A justification by Little on the significance of teacher’s roles in LA.

4. THEORETICAL BACKGROUND • Various definitions of autonomy. • Holec (1981)

5. HOLEC’S DEFINITION OF AUTONOMY • . “autonomy is...the ability to take charge of one’s own learning” (Holec 1980: 3) • Learner’s willingness and capacity to control or oversee her/his own learning • Autonomous learner is the learner who independently chooses aims, purposes and set goals, chooses materials, methods and tasks. ( learners taking control over their own learning) • Students should be able to make judgments for their strong and weak points of their learning • Learners are aware their learning progress and to decide what is the next step in the process without the help of their teachers. • Although agreed upon, the definition is still quite vague and open to various interpretations

6. CRITIQUES TO HOLEC’S DEFINITION • (Holec 1979/1981) arose for practical, though idealistic reasons. In the interests of widening access to education and promoting lifelong learning,CRAPEL began to offer adults the opportunity to learn a foreign language in a resources centre, free from teacher direction. • However, it soon became clear that participants did not necessarily—initially, at least—have the full capacity (competence) to take charge of decision-making in all the areas normally determined by an institution, teacher, or textbook, namely; • objectives • contents (including materials) • stages (‘syllabus’) • methods and techniques • pace, time, and place • evaluation procedures

7. The extent that decision-making in the areas identified by Holec (above) is genuinely in the hands of the learner. • Such forms of learning may require the exercise of autonomy, but they do not necessarily develop this capacity. • This highlights an important continuing role for teachers in promoting the psychological attributes and practical abilities involved in learner autonomy and in engaging students’ existing autonomy within classroom practice (seeBenson2001, for a useful overview of different pedagogical approaches, and Dam 1995, for an account of innovative classroom practice)

8. THE TRANSFORMATION IN LA • “The concept of learner autonomy …emphasizes the role of the learner rather than the role of the teacher. It focuses on the process rather than the product and encourages learners to develop their own purposes for learning and to see learning as a lifelong process.” (Jacobs& Farrel,2001 p.267-299). • When the focus is put on learning instead of teaching, this does not mean that the teacher becomes less significant. • There is a paradigm shift from the teacher centered to learner centered method of teaching. • Learners are actively involved in the learning process by taking the responsibility for their own learning. • Teachers shared the responsibility by being the facilitator to monitor progress.

9. CRITIQUES ON LEARNER’S CONTROL • Control needs to be defined in more detail. There are three dimensions of control: control over learning management, cognitive processing and learning content (Benson 2011: 92-116) • Considering the tradition and characteristic of learners in Asian countries(Chinese learners in particular), it is impractical for them to supervise the whole learning process and self evaluate the effectives by themselves. • Learners are no longer soldiers receiving orders from their commander instead they become actors taking part in everything under the supervision of their “director” • WITHOUT ORIGINALITY, CREATIVITY AND DILIGENCE, NO ONE CAN BE A GOOD ACTOR. • THE IMPORTANCE OF A GOOD DIRECTOR IS UNDENIABLE AND NEVER BE NEGLECTED.(Jianhua Zhuang,2010) • The fear to release control(Not to be in charge anymore can be frustrating and the empowerment of students is something many teachers are not ready to foster.(Casalba Cardenas Ramos)

10. TEACHER’S ROLES VS LEARNER’S ROLES

11. WHAT AUTONOMY IS NOT AND WHAT TEACHERS ARE NOT? • Teachers are no longer the imparter of information, sources and facts. • Guide • It is not Holec’s fault that his definition has led to misconceptions. Little (1990: 7) makes a useful statement on what autonomy is not: • • Autonomy is not a synonym for self-instruction; in other words, autonomy is not limited to learning without a teacher. • In the classroom context, autonomy does not entail an abdication of responsibility on the part of the teacher; it is not a matter of letting the learners get on with things as best they can. • • On the other hand, autonomy is not something that teachers do to learners; that is, it is not another teaching method. • • Autonomy is not a single, easily described behaviour. • • Autonomy is not a steady state achieved by learners.

12. CHALLENGES OF LEARNERS AUTONOMY • To ensure success of autonomous learning, the students and the teachers must change. • The discouraging educational policies. • Change of disposition. • Teaching and learning needs to be revisited. • Students are unclear of their roles in learner autonomy/ their ability is still to be developed. • How to encourage and organize autonomous learning? • How to help students take more responsibility in their learning? • The respect of cultural differences.

13. ARTICLE 2 • Abstract Developing learner independence has an important role in the theory and practice of language teaching. Language learning is a lifelong endeavour, not one that begins and ends in a language class room. Most learners and teachers feel that language learning consumes a considerable amount of time. Learners have to work within and beyond the class room to develop their language skills. The notion of learner independence or learner autonomy moves into an area where learners can direct their own learning. It could mean those learning activities which take place without the immediate intervention of the teacher. In this scenario, learners set their own objectives and follow strategies devised by themselves to fulfill them. This is in turn facilitates the learner to become more efficient and effective when they study independently. Learners are compelled to assume responsibility for their own learning. Learner independence demands learner involvement and such involvement may lead to a deeper and better learning. Thus it can be said that the fostering of learner independence may start in a class room environment and extend beyond it. Key words: learner independence; language learning; learner autonomy; learner involvement; learner reflection; within and beyond

14. TERMINOLOGY AND DEFINITIONS OF AUTONOMY

16. There still seems to be some disagreement on the definition of the concept, especially on its details. • There is, however, a general agreement on a definition by Holec (1981) autonomy is the ability to take charge of one’s own learning • Autonomy is not a simple observable event, it is quite natural that describing it without clear empirical evidence causes dispute. • since learner autonomy is not a fixed, all-or-nothing attribute but a matter of degree (Nunan1997: 192), defining it becomes even more troublesome since also the context that changes a learner’s position on that continuum needs to be taken into account.

17. LEARNING ENVIRONMENT • (Article 1,2) suggested to have a comfortable and encouraging classroom where learners and teachers can have constructive interaction. • Provide necessary research skills to seek materials outside the classroom. • The use of the target language as a medium of instruction. • Students need to be equipped with learning tools so that they can be confident autonomous learners. • (Article1 and 2) agrees with teaching diverse strategies and the use of logbooks for feedback purposes, posters to encourage learners to become more self sufficient and independent.

18. CONCLUSION • Once both the teacher and the learners have understood and accepted their new roles and relationships in the learning process, learner autonomy can take place in the language classroom. • Critics of the learner autonomy however point out that not all learners may wish to learn in this way or be capable of doing so, and that it reflects a western conception of learning that may be inappropriate in non-western cultures • Even though in autonomous learning students are required to be independent learners, sometimes they also need personal touch, (face to face feedback and guidance from the teacher) • “The only man who is educated is the man who has learned how to adapt and change;the man who has realised that no knowledge is secure;that only the process of seeking knowledge gives a basis for security.” ( Carl Rogers, 1969) (Williams and Burden,1977:35)

19. Jean-Jacques Rousseau has said: Make your pupil attend to the phenomena of nature, and you will soon arouse his curiosity. But to nourish this curiosity, be in no hurry to satisfy it. Suggest problems but leave the solving of them to him. Whatever he knows, he should know not because you have told him, but because he has grasped it himself. Do not teach him science: let him discover it. If ever you substitute authority for reason in his mind, he will stop reasoning, and become the victim of other people’s opinions... (Boyd 1956: 73-76, as cited in Benson 2011: 28)

20. REFERENCES • Aoki, N. (2002). Aspects of teacher autonomy: Capacity, freedom, and responsibility. In P. Benson and S. • Benson, P (2001). Teaching and Researching Autonomy in Language Learning. Harlow, England:Longman. • Benson, P., & Voller, P. (Eds.) (1997). Autonomy and independence in language learning. London:Longman. • Dam, L. (1990). Developing awareness of learning in an autonomous language learning context. In R. Duda & P. Riley (Eds.), Learning styles (pp. 189-97). Presses Universitaires de Nancy. • Dickinson, L. (1994). Preparing learners: Toolkit requirements for preparing/orienting learners. In E. Esch (Ed.), Self-access and the adult language learner (39-49). London: CILT. • Fisher, D., Hafner, C. & Young, J. (2006). Integrating independent learning: lessons learned and implications for the classroom. In D. Gardner (Ed.), Learner autonomy 10: Integration and support (33-55). Dublin: Authentik. • Holec. H (1981). Autonomy in Foreign Language Learning. Oxford: Pergamon. • Little, D. (1991) Learner Autonomy1: Definitions, Issues and Problems. Dublin: Authentik. • Nunan, D. (2003). Practical English language teaching. New York: McGraw-Hill.