INDEPENDENT  LEARNING

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There is no doubt that self-access, task-oriented Independent or Autonomous Learning strategies offer new, challenging opportunities in English language teaching.

“Independent Learning is that learning in which the learner can make the decisions necessary to meet the learner's own learning needs."

(KESTEN C., Independent Learning, Saskatchewan Education, 1987)  

RATIONALE | TEACHER'S ROLE | RESOURCE CENTRE | TASK SHEETS

Rationale

• Independent Learning is fostered by creating the opportunities and experiences which encourage student motivation, curiosity, self-confidence and self-reliance. It is based on students' understanding of their own interests and a valuing of learning for its own sake. It is essential for schools to reduce students' dependence on schools and teachers for their learning and increase students' capability to set and meet their own learning goals.

• Independent Learning is a direction for the process of education, not an absolute standard; this process takes different forms for different students and it varies according to subject matter and students' interests and abilities in the subjects.

• Independent Learning involves the teacher and learner in an interactive process that encourages students' intellectual development and their capacity for independent and reflective judgment. Independent learning cannot be achieved in isolation. Learning is an interactive process among students and between teacher and students.

• Independent Learning is encouraged by a school environment which is sensitive, flexible, democratic and responsive to the needs of students. This encourages a strong sense of purpose and motivation on the part of students.

• Independent Learning has implications for responsible decision making, as individuals are expected to analyse problems, divide work, reflect, make decisions and take purposeful actions.  

• As most aspects of our daily lives are likely to undergo profound changes, Independent Learning will enable individuals to respond to the changing demands of work, family and society. For example, changes in work life will require retraining, job change and life-long learning, and technological change will demand the values, attitudes and skills associated with independent learning.  

In this process, independent learners develop the values, attitudes, knowledge and skills needed to make responsible decisions and take actions dealing with their own learning (reflection). 

The teacher's role

Learning environment

It is important to create a learning environment which furthers the process of independence, and enables students to consciously accept responsibility for and make decisions about their own learning. The teacher plays an important role in providing a supportive environment that encourages students' motivation, self-confidence, curiosity and desire to learn. Students appreciate independent work and group work. They like the variety of the tasks and the freedom they get to organise their work. They find it pleasant to work independently and in small groups. They work with more concentration and with more motivation.

In a school system based to a great extent upon competition and grades, it is particularly important to encourage students' intrinsic interest in learning - learning for its own sake, not as a means to an end.  

Relationship between teacher and student

The relationship between teacher and learner should promote increasing learner responsibility. As students grow in maturity and understanding, they are able to take on greater responsibility for their own learning. As this happens, teachers need to check their control of decision making. A transfer of control is best supported by a school environment that is organised to encourage and support a continued, increasingly mature and comprehensive acceptance of responsibilities for one's own learning.

Teachers assist students in mastering the decision making processes as instructors, guides and facilitators. 

How often?

Some teachers are afraid that they would be gradually replaced by new technologies when they introduce a policy of autonomous task-oriented learning. There is, however, enough evidence to suggest that teachers will always remain needed as educators, motivators and people students can look up to and there will always be a number of  students who need help in acquiring their new skills or simply need more guidance. It would be wise to introduce the new methodology cautiously at first. When met with success you could gradually provide more time for autonomous learning, depending on how your students react.

Resource centre

The resources are found in a resource centre or library with dictionaries, grammars, a number of computers (with headphones), a CD-player, a tape recorder, English magazines or papers, games, readers, encyclopaedias, guides, databases, journals, archives, scripts, history books, fact files, quizzes, tests, maps, films, telephones, CDs, a video camcorder, a video player, overhead projectors, ...

Task sheets

The following task sheets can be given to your students along with their textbook themes. A lot of them are suitable for pair work or group work and all of them involve skill training. A group of four would need about 4 hours to do a set of 8 worksheets. 

(Source: IATEFL Special Interest Group Independent Learning, J. Mulder, Engels in het Studiehuis)