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Learner autonomy right method for EFL teaching

Published : Thursday, 1 August, 2024 at 12:00 AM  Count : 143
Alaul Alam
In the age of digitalization, the use of English is not confined merely to global communication. Rather, English has become an inseparable part in the arena of education, research and employment. It plays as the driving force to open up every possibility when information and technology reign the world. These days non-English speaking countries have not confined English education in merely a subject, rather they are adopting English as the medium of instruction at different education levels to cope with the global competitiveness. 

However, how far adopting English as the medium of instruction contributes to maximizing learning outcomes and internationalizing education if students usually have the poor competence in English. Actually, it is evident that English medium instruction neither guarantees one to be competent in English nor promises to provide one's sound academic knowledge unless they have the ability to comprehend English as the medium of instruction. 

In Bangladesh teaching and learning pedagogies have been changed significantly over the years with an aim to ensuring effective learning outcomes in English. However, debates pervade these days that how far we have been able to enhance English competence of our learners. Many students struggle to access the global education due to their poor English skills. 

As a part of pedagogical innovations, student-centered classroom is being highly prioritized to ensure maximum learning outcomes. In the EFL (English as a Foreign Language) context learner autonomy has been one of the most popular theories adopted by the teachers of different education level-especially at tertiary education it has opened up new possibilities in maximizing learning outcomes in English. 

Learner autonomy refers to an independent proactive approach in which students take control and responsibility for their own learning-what they learn and how they learn it. It is not inborn but must be acquired either by natural means or by formal learning, i.e. in a systematic deliberate way. Studies have shown that learners feel the positive influence in learning English when they stay autonomous in the class. 
Oxford Dictionary has provided a systematic model for learner autonomy in second language learning in which four perspectives such as technical, psychological, sociocultural, and political-critical have been included with each having four strands or themes. These include context, agency, motivation, and learning strategies. Again, it is claimed that the model of learner autonomy may be incomplete if any of the perspectives remain absent.

However, as a university teacher I have had the scope to closely observe the issue whether learner autonomy works in enhancing language skills of students in the class. Obviously, autonomy of learners in EFL class brings more interactions one another and helps learners to achieve pragmatic knowledge. 

When students have ample scopes to receive information from internet-based sources,it is typical that they must not find any reason of their mere confinement to the teachers for receiving information. Again, it is evident that in teaching a foreign language lecture-based class hardly benefits students unless priority is given to practice-oriented class activities with autonomy for the learners in the entire learning process. In an autonomous learning environment, students see many scopes not only in choosing context and information but alsohave the possibility to unlock their potentials in the class where teachers take the role as facilitators.


Besides, the use of technology in the language class helps learners to be more engaging and autonomous. Obviously, even a traditional classroom can experience a lively atmosphere when there ensures an ICT integration. Learner autonomy returns much for learners allowing them to be more critical and reducing their dependence on teachers with rigid classroom concepts. It creates an environment bringing effective teaching and learning in English class.

It also encourages students to remove their anxiety in study,makes them motivated to learn with comfort that brings the success in language learningand at the same time discourages the traditional rote learning approaches and helps them to reach the long-term benefits of language learning. 

These days it is frustrating to notice that students are highly engrossed in obtaining grades finding shortcut ways disregarding the long-term benefits of learning. But if they are motivated and get inspired with learner autonomy, they could see more rooms for learning English. However, a teacher may experience difficulties when students find the scope to misuse the opportunity of learner autonomy. 

There may prevail a risk of both error and comprehensibility when second language learners settle everything in their learning procedures. Again, learner autonomy motivates little for the studentswith poor English skills, rather they find more solace in attending teacher-centered traditional classroom. Even, many students do not raise the sense of self-responsibility despite the class being conducted giving the autonomy of the learners.
Studies have found a close affinity between autonomy and learners' sense of responsibility and when one remains absent, the other gets affected resulting in bringing misconception regarding learner autonomy. Studies conducted in many non-native countries have found that students rely more on their teachers even if they are givenautonomy in English class. 

Obviously, a saying may be more pertinent to clarify the context of learner autonomy, stating that you can bring the horse to water, but you cannot make him drink. The very saying indicates that autonomous learning can never be effective until the learners and teachers are spontaneous to take their responsibilities on each part. 

However, the focus of the teachers should be towards the enhancement of self-motivation of the students intrinsically and extrinsically. It is very imperative to ensure interactive classroom activities discouraging the lecture-based teaching. The role of the teachers should be to facilitate and coordinate learning strategies while learners would be with strategic behavior to maximize learning outcomes in a class where learner autonomy remains the forefront. 

The writer teaches at Prime University and a Research Scholar at the IBS


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