Promoting learner autonomy through a self-access language learning component of a taught English enhancement course

Abstract

Self-access Language Learning (SALL) promotes the idea that learners take active control of their learning and they can learn according to their own needs, wants and abilities. Although SALL is promoted widely in the tertiary sector, it is often treated as external to language courses due to the challenges in linking SALL and classroom learning and the difficulties in measuring learning gains. This paper presents findings of part of an ongoing study which examines the effectiveness of a SALL component of a taught English enhancement course in promoting learner autonomy in a Hong Kong University. In an attempt to compare students’ levels of autonomy before and after taking the course, two questionnaires which contain parallel items were administered to 163 students at the beginning and the end of the course. The questionnaire items were developed with reference to Benson’s (2011) definition of autonomy in language learning which contains three levels of control: learning management, learning contents and cognitive processes. The questionnaire data shows that a majority of the students perceived themselves as becoming slightly more autonomous after taking the course. Evidence of students’ development of autonomous capacities was also identified from the students’ written reflections on their SALL experience.