Fostering learner and teacher autonomy through project-based computer-assisted language learning:the case of english language teacher education students in Thailand
Creators: name: Tutwisoot, Worawoot
Publisher: name: Monash University
Year: 2017
Subjects: Uncategorized

description: This study investigated the development of autonomy in language learning through exposure to a Project-Based Computer-Assisted Language Learning (PBCALL) programme. The participants were 12 undergraduate English language teacher education students in Nakhon Ratchasima Rajabhat University in Thailand. The data were collected in three phases to address three research questions: What supported and hindered the development of autonomy in the participants’ previous experience? To what extent did participation in the PBCALL programme foster the development of autonomy of the participants as learners of English? Did the participants, as teachers, apply the concept of autonomy in their professional development and classroom teaching? The data collected included three individual interviews, students’ journal, scripts of Computer-Mediated Communication, and the researcher’s field notes. The data were analysed qualitatively by using activity theory as an analytical framework. In this study, autonomy refers to two aspects: freedom of the participants in the classroom and self-regulated learning beyond the classroom. The analysis of the first phase of the study revealed three levels of contradictions that constrained the exercise of autonomy in the participants’ previous learning experience both in the pedagogical context and beyond the classroom. In the primary level, the participants found contradictions within themselves. They admitted that while they valued the freedom, some of them were familiar with a passive and dependent role in the classroom. Beyond the classroom, they were aware that autonomous learning after class was crucial when learning English. However, they admitted that a lack of motivation and the ability to find mediating artefacts hindered self-learning activities in their free time. In the second level, it was found that there were contradictions among elements in the activity system. The teacher took control of the classroom and made most of the decisions about mediating artefacts including teaching and learning activities, contents, and materials. The secondary contradictions occurred when these mediating artefacts did not match the interest, preference, and object of the participants. Beyond the classroom, the participants lacked the ability to find suitable learning materials. The tertiary contradictions were revealed because the teacher’s choice was found to be influenced by external factors outside the activity system including expectation of the institution, predetermined curriculum, and government policy. The second phase of the study aimed to investigate the impact of participation in the PBCALL Programme on the participants’ autonomy in learning English. The PBCALL Programme was a 12-week programme designed to encourage the participants to learn English through meaningful tasks, collaboration in autonomy supportive and Computer-Assisted Language Learning (CALL) environments. The analysis of this phase revealed that the PBCALL Programme increased the participants’ motivation, raised awareness of freedom in learning English, and enhanced the ability to find artefacts to mediate their current study, their learning of English, and class preparation for their own teaching. The third phase of the study took place after the participants returned from practicing teaching in primary and secondary schools. This phase investigated the participants’ experience as teachers of English focusing on teacher autonomy which refers to the academic freedom to manage their own classroom and the autonomy to self-regulate their own professional development. The analysis revealed that the degree of freedom to manage their own classroom was different depending on the rules or norms of the school in which they were teaching, predetermined teaching materials, curriculum, government policy, and the expectation of the school, colleagues, and stakeholders. In terms of professional development, some participants reported that as a result of participation in the PBCALL Programme, they kept learning English on their own and used the Internet as a tool for class preparation. They also shared the knowledge with their colleagues who had never benefited from the Internet because of a lack of ability. The participants tried to foster the first aspect of autonomy of their students by providing their students with the opportunity to engage in decision making in the classroom to different degrees. They reported positive outcomes including increasing students’ motivation and enhancing their engagement in the classroom. However, some of the participants were constrained by the interpretation of the appropriateness of freedom and the estimation of the readiness for autonomy of their students. In terms of the second aspect of autonomy, the participants tried to motivate their students both intrinsically and extrinsically. The secondary contradictions were found between the participants and their students when their objects were different. Moreover, they attempted to equip their students with the ability to find learning artefacts especially from the Internet so that they could learn autonomously beyond the classroom. However, some of the participants were constrained by insufficient facilities.