Lures to Stimulate Autonomous Learning

Is it worth it to be an autonomous learner? I bet you have posed the same question to yourself, particularly when some students appear to shirk their responsibility for their own learning and consistently seek reminders or last-minute extra assignments for a bonus right before the final exam. This can be disheartening for you, given the effort and time you invest in preparing your classes, planning your lessons, and anticipate a certain level of reciprocated dedication to the course.

Whenever I embark on a new course, a top priority for me is to discern the driving forces behind my students’ interest in learning English. Is it a graduation requirement? Is it to secure better job prospects? Is it to qualify for a scholarship? Is it to facilitate work abroad, where proficiency in English opens a number of doors? Or is it simply a personal goal? Their responses always enlighten our path when choosing the learning activities, we think may work for them. Believing that a one-size-fits-all approach is untenable, I often present them with choices, something which frequently yields remarkable results. You may try having two activities for the same objective and give students the liberty to pick up the one they want to work with in pairs; you know that each pair of students is different. This simple act fosters a sense of comfort and acknowledges their individual preferences.

In virtual teaching, an aspect I find particularly gratifying is assigning them the role of being in charge of a class activity. They share the screen, call their peers, and provide feedback. We joke saying things like: “You have the power now,” or “You’ve got to say the last word.” Naturally, during these instances, you’re not merely an observer; you carefully take notes, answer the questions they may ask, and provide feedback once the task concludes. Their response is generally positive, as they relish the role reversal. This exercise not only offers them another perspective but also cultivates empathy for teachers who encounter unresponsive students or those hesitant to activate their cameras due to limited engagement. It’s not uncommon to receive private messages sharing reflections on the experience, realizing that the responsibility is shared. 

Given that adults are typically well-informed, discussing about current affairs proves to be highly effective. Additionally, distributing podcasts and tasking them with summarizing the content to the class in a concise two or three-minute presentation not only cultivates summarization skills but also compels them to carefully select words that facilitate their classmates’ understanding of the new information.

One activity I particularly enjoy is to leave a “Thank you” message board, on a Jamboard slide using post-its in different colours, or shapes to write messages that convey appreciation for their classmates and, why not, gratitude. This space serves as an outlet for their creativity and functions as a source of positive reinforcement and bonding.

And you? Do you promote your students’ autonomy? How?

Does it depend on their age and/or level?

We would love to hear your ideas as well.