Pedagogical proposals to promote learning autonomy in English teaching
DOI:
https://doi.org/10.62451/rep.v3i2.94Keywords:
English teaching, reflective dialogue, educational applications, learning autonomyAbstract
English language teachers promote independent learning among their students in various ways. Some of the tools mentioned in this research are: learning contracts, learning portfolios, teaching methodologies such as project-based instruction, strategy-based instruction, the cognitive-academic approach to language learning, and small actions such as reflective dialogue with students to raise awareness about their goals and learning process. Similarly, ICTs play an important role in the development of this topic, with educational applications, websites, video platforms, blogs, and social media being some of the resources successfully implemented to promote independent learning.
References
Aminatun, D., & Oktaviani, L. (2019). Memrise: Promoting students’ autonomous learning skill through language learning application. Metathesis: Journal of English Language Literature and Teaching, 3(2). https://jurnal.untidar.ac.id/index.php/metathesis/article/view/1982
Berns, A., & Valero Franco, C. (2013). Videogame-like applications to enhance autonomous learning. https://files.eric.ed.gov/fulltext/ED565057.pdf
Castro Sánchez, F., Toro Toro, J., Carrera Calderón, F., Mantilla Cabrera, L. F., Carrillo Rodríguez, M. A., & Ricardo Velázquez, M. (2019). Modelo didáctico para contribuir al desarrollo de la autonomía del aprendizaje del inglés en la formación inicial de profesores de la carrera de lenguas extranjeras. Dilemas Contemporáneos: Educación, Política y Valores, 6(2). https://dilemascontemporaneoseducacionpoliticayvalores.com/index.php/dilemas/article/view/738
Chan, M. (2015). Language learner autonomy and learning contract: A case study of language majors of a university in Hong Kong. Open Journal of Modern Linguistics, 5(2). https://www.scirp.org/journal/paperinformation?paperid=55660
Cohen, A. C. (2002). Learning style and language strategy preferences: The roles of the teacher and the learner in ELT’. English Education, 57(4), 41-55. https://files.eric.ed.gov/fulltext/ED326046.pdf
Daflizar. (2021). Learner autonomy: A qualitative inquiry into Indonesian tertiary EFL students’ voices. Indonesian Research Journal in Education, 5(2). https://online-journal.unja.ac.id/irje/article/view/10388
Du, Y. (2020). Study on cultivating college students' English autonomous learning ability under the flipped classroom model. English Language Teaching, 13(6). https://files.eric.ed.gov/fulltext/EJ1255502.pdf
Franco Palomo, I., & Huerta Jiménez, K. S. (2019). Learner autonomy in the EFL classroom. (Tesis de Licenciatura). Universidad Autónoma del Estado de Hidalgo.
Inayati, N., & Karifianto, D. M. (2022). Autonomous online English language learning in Indonesian higher education contexts. MEXTESOL Journal, 46(1). https://www.mextesol.net/journal/index.php?page=journal&id_article=45940
Khotiomah, K., Widiati, U., Mustofa, M., & Ubaidillah, M. F. (2019). Autonomous English learning: Teachers’ and students’ perceptions. Indonesian Journal of Applied Linguistics, 9(2). https://ejournal.upi.edu/index.php/IJAL/article/view/20234
Kuluşaklı, E., & Yumru, H. (2020). The effect of the explicit strategy training on learner autonomy. International Online Journal of Education and Teaching (IOJET), 7(2), 622-634. https://files.eric.ed.gov/fulltext/EJ1250568.pdf
Mansooji, H., Ghaleshahzari, A., & Javid, M. (2022). EFL learner autonomy: Iranian university instructors’ beliefs vs. actual practices. MEXTESOL Journal, 46(1). https://www.mextesol.net/journal/index.php?page=journal&id_article=45958
Pratiwi, D. I., & Waluyo, B. (2023). Autonomous learning and the use of digital technologies in online English classrooms in higher education. Contemporary Educational Technology, 15(2). https://www.cedtech.net/download/autonomous-learning-and-the-use-of-digital-technologies-in-online-english-classrooms-in-higher-13094.pdf
Rezalou, A., & Firat Altay, I. (2022). Strategies for developing autonomy by EFL learners and its relation to foreign language achievement. Shanlax International Journal of Education, 10(3). https://files.eric.ed.gov/fulltext/EJ1340360.pdf
Romano, M. E. (2020). Autonomía y escritura en lengua extranjera en el nivel superior: Un análisis multidimensional. (Tesis doctoral). Universidad Nacional de Córdoba.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Maricela Santillán-Cabrera, Javier Moreno-Tapia
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors who publish in Episteme & Praxis agree to the following terms:
1. Copyright
Authors retain unrestricted copyright to their work. Authors grant the journal the right of first publication. To this end, they assign the journal non-exclusive exploitation rights (reproduction, distribution, public communication, and transformation). Authors may enter into additional agreements for the non-exclusive distribution of the version of the work published in the journal, provided that acknowledgment of its initial publication in this journal is given.
© The authors.
2. License
The articles are published in the journal under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License (CC BY-NC-SA 4.0). The terms can be found at: https://creativecommons.org/licenses/by-nc-sa/4.0/deed.en
This license allows:
- Sharing: Copying and redistributing the material in any medium or format.
- Adapting: Remixing, transforming, and building upon the material.
Under the following terms:
- Attribution: You must give appropriate credit, provide a link to the license, and indicate if any changes were made. You may do this in any reasonable manner, but not in any way that suggests the licensor endorses or sponsors your use.
- NonCommercial: You may not use the material for commercial purposes.
- ShareAlike: If you remix, transform, or build upon the material, you must distribute your creation under the same license as the original work.
There are no additional restrictions. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
