Realizing Learner Autonomy in a Foreign Language Class

Abstract

This paper introduces an example of a university language programme developed around the idea that autonomy is an inherent component of true learning. After a brief introduction to the learning context, real-classroom example of how learner autonomy can be fostered over the course of an academic year is presented. Samples of worksheets used for strategy training and the examples of students’ work at the planning, information integration and reflection stages are shared. The paper also discusses some of the challenges that the teacher and the learners faced in their efforts to transform a university language class into an opportunity for true self-actualization and personal growth.