Autonomy and the Distance Language Learner

STELLA HURD

Introduction

Autonomy is a multidimensional concept now firmly rooted in mainstream literature and practice relating to language learning and teaching. However, while there are a number of theoretical descriptions of autonomous language learning, a single, universal theory has yet to emerge. The implications for a theory of autonomy are arguably even more complex in the case of distance language learning, where highly structured course materials and fixed assessment points would appear to run counter to notions of choice and responsibility. Taking as its point of reference the experience of distance language learning at the Open University (UK), this chapter examines the various dimensions of autonomy, in particular its relationship with affective aspects of learner differences and with metacognition. In conclusion, the chapter looks ahead to the potential of new technologies to create learning communities in which autonomy is promoted through social interaction, learner empowerment and reflection.

Interpretations of Autonomy

Despite the proliferation of research and publications over the last two decades, autonomy is a concept that remains elusive, particularly in relation to language learning and teaching. First, there are questions to do with definition, degree and application. Is it the 'ability to have and to hold the responsibility for all the decisions concerning all aspects of this learning' (Holec, 1981: 3) or is it a 'capacity for detachment, critical reflection, decision-making, and independent action' (Little, 1991: 4)? Is it an attribute that signifies 'organic independence' (OED online) or does it also imply interdependence? Does it entail complete freedom and responsibility on the part of learners, or does it come with constraints? Is it something that can be taught, or even imposed on learners, or is this a 'contradiction in educational terms' (Holec, 1985: 169)? There are also important issues to do with the role and timing of autonomy in learning. Is it a precondition for successful learning or an outcome of certain modes of learning, for example self-instruction?

Definitions

While there are no easy answers to any of these questions, there does appear to be almost universal acceptance of the development of autonomy as an 'important, general educational goal' (Sinclair, 2000: 5), and that autonomy can take a variety of different forms depending on learning context and learner characteristics. Where there are differences, it is not always a question of favouring one definition or interpretation over another. For example, the 'capacity' of Little and the 'ability' or 'skill' of Holec are not opposing constructs. Benson (2001: 49) argues that 'Little's definition is complementary to Holec's', in that it makes explicit the cognitive processes underlying effective self-management of learning, and thus adds 'a vital psychological dimension that is often absent in definitions of autonomy'. Benson (2001: 47) prefers to use the term 'control' over learning, because such a construct allows for easier examination than 'charge' or 'responsibility'. Others define autonomy in terms of what it entails or implies, hence, 'self-regulation' (Schunk & Zimmerman, 1998; Wenden, 2001) or 'self-direction' (Candy, 1991; White, 1999). Another approach is to describe what autonomy is not (Little, 1991). The main priority, according to Benson (2001: 48) is 'that we are able to identify the form in which we choose to recognize it in the contexts of our own research and practice'.

Social interaction, interdependence and reflection

The psychological dimension of autonomy has attracted a great deal of attention over the last decade, largely as a result of renewed interest in the work of the Soviet psychologist Vygotsky and his emphasis on interdependence in learning. According to Vygotsky (1978), we do not learn in isolation, but through our interactions with others. His 'zone of proximal development' is the gap between what learners can achieve on their own and what they can achieve in collaboration with others. Both Kohonen (1992) and Little (1996) view the idea of collaborative learning through social interaction as essential for the reflective and analytic capacity that is central to autonomy. Kohonen's (1992) experiential language learning model, based on Kolbian experiential learning principles, involves a cyclical process moving through concrete experience, reflection, abstract conceptualisation and...