Chapter 5: Learner Strategies and Learner-Focused Teaching

This chapter provides a comprehensive view on learner autonomy in second language learning and useful learning strategies that can foster the learner’s ability to be in charge of their own learning. Learner autonomy refers to “the learners’ feeling that studying is taking place due to their own volition” (Díaz-Rico, 2008, p. 104), and thus becomes the foundation for self-managed, self-motivated instruction. Self-motivation plays a crucial role in learning, as Díaz-Rico (2008) aptly notes, “one can teach the learner a second language, but only the learner can learn it” (p.104). Especially, in Korea where the overall education system is heavily geared toward preparation for exams, learners are often engaged in memorization of fragmentary information rather than in the activities that can promote critical, creative thinking skills. Students seem to be highly disciplined yet passive learners in reality; thus, they try to do everything to achieve high grades but have little desire to learn anything that is not required (Díaz-Rico, 2008).

As an EFL language educator, I feel the strong need for a systematic way to foster learner autonomy by teacher and curriculum for the learner to benefit. By exploring and trying strategies, learners will eventually actualize their learning with the most effective tools. Cognitive, metacognitive, and social-affective learning strategies go hand in hand with a learner-centered lesson. Metacognitive strategies involve the planning, monitoring, and assessment of learning. Such strategies are highly useful to increase students’ self-awareness of their learning by enabling them to set goals, to identify their shortcomings based on self-diagnosis, and to reflect on personal performances. In so doing, learners will be further motivated as they are allowed more control over the lesson. Coupled with activation of metacognitive domain, affective strategies will help lessen student anxiety and increase confidence and motivation.

Response to Snowylily1124's Blog
I agree that “One way that we as teachers can show that we value all learning styles is to make certain that you vary your lesson plans so that they include activities that address the different styles”. Every student has a mix of learning styles; thus, as language educators, we need to strive to meet those varying needs of each learner. One effective and critical way is providing learners with opportunities with learning strategies. When students also acknowledge how to improve their learning through learning strategies, i.e., employing metacognitive strategies, they can be further motivated for their own good.

Response to Julien Sanghyo Park
Julien noted, “CALL (Computer-Assisted Language learning) helps learners to build up their autonomy in learning by providing them with the means to control their own learning, to construct meaning, and to evaluate and monitor their own performance”. I also believe that CALL holds good promise for learner autonomy. Most of all, the empowerment of learning and technology learned from CALL will be the most powerful asset for learners in this digitalized information age.