Autonomy: Before and after

Richard Smith (University of Warwick, UK)


Questions / comments / reflections for Richard
(When commenting, please indicate which number question/comment/reflection your comment refers to. The question asked during the Q&A panel session is shown in blue. Please also feel free to ask more questions!)

1. Would you say that students who prefer to be taught by their teachers traditionally (but they are the ones who come over to teachers and ask for direction) are autonomous?

2. What did you think of Zoltán's critique of autonomy? Is it just a question of terminology, i.e. are we all basically in agreement, or do you see a more fundamental problem with autonomy, as Zoltán seems to?

3. The term 'pro-autonomy practice' looks very promising...

4. It seems that the term 'agency' is used in the United States. Does this mean the US has different concept of the term 'learner autonomy' which is attributable to their historical background that is different from the European context?

5. I like the term 'pro-autonomy practice'. Is it yours?

Autonomy: Attractive but how useful?

Zoltán Dörnyei (University of Nottingham, UK)

Questions / comments / reflections for Zoltán
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1. Can you say more about the idea of/importance of "vision" that you referred to briefly in your talk?

2. You claim that Autonomy is not central to your 'motivation' commandments, but they do, actually, contain many examples of what Richard Smith calls 'pro-autonomy practice' – many others would then see as belonging to 'LA'. Is the real problem the term 'Autonomy' again?

3. Could it be that 'implicit' learning – a style of teaching/learning which encourages autonomy in language learning takes more time, while everyone nowadays is in a hurry to learn languages and prefer a 'fast-food' approach and collect their certificates? Also, is this approach discouraging 'ownership' of the language in students?

4. What evidence is there to support your claim that implicit (informal, untutored?) learning/teaching "doesn't seem to be doing a good job"? Is there much research into learning in social contexts, informal/implicit (?) learning?

5. Talking about the group level: we always find language programmes where groups of students are exposed to same teaching and same environments BUT still only 10% of them end up successful language learners while the rest don't. (Being quanti person how would you explain this?) As for autonomy not very useful, I don't agree! Because I learnt English in a very traditional foreign context and managed to reach a level good enough to do a PhD (all myself!).

6. Are you trying to say learner autonomy is the 'end product' and not 'the process'? I honestly do not agree with you saying autonomy isn't really useful!

7. Inspiring lecture! What are the differences and similarities between group dynamics and the notion of teamwork and cooperative learning communities?

8. In your lecture, you mentioned audio-lingual approaches re-appearing in new guises. What guises did you have in mind, exactly?

The reflections of the autonomous language learner

Felicity Kjisik (University of Helsinki, Finland)

Questions / comments / reflections for Felicity
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1. Can you talk more about the "extra dimension" of language learning/life experience, e.g. "the imaginative self" and particularly ways of encouraging learners to access and write about that aspect of their experience?

2. Are there ethical considerations regarding students' input of reflections/expressions and the peer comments? Will students be unwilling to share/reveal their real concerns because they will be read by their peers?

3. I was surprised to know that form of language is emphasised in Finland because social constructivism is the norm of education there. In fact, Japan, (where I come from), we now pay attention to Finnish education as we regard them as the most successful country in education (because of their highest score in International PISA), and more than 500 people visit there to interview and observe teachers and students each year.

Rethinking the reflective practitioner

Alex Ding (University of Nottingham, UK)

Questions / comments / reflections for Alex
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1. You say you are not keen on reflection: (However, you do a lot of it yourself! What were your outcomes relating to reflection on reflection?) What about an 'absence' of individual reflection? Is that 'better'?

2. You mentioned in relation to your research project with Cynthia White – that success was highly related to participants' ability to implement the outcomes of reflection. Can you give an example, say more?

3. What do you think of 'inward-looking' tools for learner reflection such as diaries, log books, & portfolios? If you see them as being insufficiently interactive or intersubjective, what type of tool (if any) would you be in favour of? What would you change?

Like ducks to water: Language learners and self-assessment

Sara Cotterall (Akita International University, Japan)

Questions / comments / reflections for Sara
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1. Would you describe the students taking your programme as "autonomous"? If yes, why?

2. Evidence of vocabulary learning and use: how can very young learners' vocabulary be measured?

3. How can listening improvement be measured?

Actual and imagined worlds of learning learner development

Andy Barfield (Chuo University, Japan)


Questions / comments / reflections for Andy
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1. How do you divide up responsibilities with a committee of 20-30 people?

2. Many teachers say they're too busy, and would like to take part in extracurricular meetings etc. but don't have the time. What's the secret of the LD SIG's success?

Autonomy and autonomies in TESOL: Leaving the bandwagon behind and returning to the real world

Barbara Sinclair (University of Nottingham, UK)

Questions / comments / reflections for Barbara
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1. I was wondering if the notion of learner autonomy could ever lead to a point where teachers would no longer be needed?

2. In your learner autonomy class, do you talk to your students about the three kinds of teacher autonomy? If so, do they seem to favour, or empathise with, one over the others?

Researching autonomy: A bandwagon in need of more instruments?

Ema Ushioda (University of Warwick, UK)

Questions / comments / reflections for Ema
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1. How are statements not prefaced by "I" dealt with in this method of analysis? In other words, would the following statement be excluded?

"Language learning is stressful."

2. Extremely useful lecture for those doing qualitative research - like me! :)

3. Inspiring lecture! Question: The students from China tend to emphasize on a good intonation as you mentioned. "I recognised that to pronounce English words correctly and to have a good intonation are most important abilities for me to improve" (R59). What do you think of this emphasis?