Learner autonomy is said to be an educational goal. Since learning can be done only by the learners, they need to take charge of their learning by reflecting critically on their learning goals, processes, methods, and outcomes (Little, 2020). However, few empirical studies on learner autonomy have been conducted in African developing countries. The study that I will present aimed to contribute to filling that gap by shedding light on approaches to promote learner autonomy in an EFL Malagasy context. In that context, teachers are not familiar with the concept of learner autonomy, as it is not mentioned in the national curricula, and it is not included as a subject in teacher training. That is why I decided to foster learner autonomy by means of a course at a teacher training college in Madagascar.
The course, which was the first phase of the study and took place before the pandemic, lasted nine weeks, and it involved 22 first year EFL student teachers (STs). It specifically aimed to help them develop their self-regulated learning skills involving goal setting, monitoring, and self-evaluation (Zimmerman, 2002) by means of journal writing, and to improve their writing proficiency at the same time. The course had the principle of inclusion in that it enabled the STs to work individually on their writing goals, from the levels of proficiency they had, within a class nurturing both individual and collaborative reflections. I gave them writing tasks and reflection prompts to answer before, during, and after the tasks, and also a weekly opportunity to reflect together as a group. The findings showed that through reflection, they developed their self-regulated learning skills, which helped them become more responsible towards their learning. In general, their writing performances improved. Also, they became aware of the importance of reflection in learning.
The second phase of the study was held during the pandemic when the STs were in their third year at the University. The aim was to investigate the impact of the course (given in their first year) on their learning in general, their writing, and their preparation for their teaching practice. 12 of the STs participated in the second phase, which consisted in either answering a questionnaire through Google Form or having an online interview. One of the major findings indicated that most of them had been using strategies they had learned from the course such as goal setting and planning before writing, and self-evaluation including self-correction after writing.
In an uncertain world where things can drastically change overnight, we need ways to help students take charge of their learning in the long term. Promoting self-regulated learning skills through reflection seems to be one of those sustainable ways, as this study implied.
References
Little, D. (2020). Introduction. In C., Ludwig, M. G., Tassinari, & Mynard, J. (Eds.), Navigating Foreign Language Learner Autonomy (pp. 8-17). Candlin & Mynard.
Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
