Learner Autonomy – Anna

Independent Adult Learners?           — Ann Loseva 

I’d like to start with confessing that I don’t quite like autonomy as a term. An autonomous learner sounds somewhat robot-like to me and rather impersonal. Independence and self-reliance look way more appealing and, besides, in my understanding they carry a more positive attitude and the right concept. I hope to see my students independent in their language learning, self-reliant while making choices, self-directed on their way to orienting themselves in the overwhelming abundance of resources and opportunities available in order to improve their knowledge without a teacher’s helping hand.

I know there are plenty of posts online offering theoretical explanations of why we should encourage learner autonomy and practical ideas on how to bring our students to their independence. So I decided not to share my obviously typical suggestions, but rather express a concern that has been worrying me for a while. I would like to focus on one particular group of students who I find it especially hard to encourage towards independent learning. These are adult learners of English.

The problem with adult learners is that they can sometimes be too settled in their ways. I realize I must sound like a grumbling unhappy teacher now, but what I aim to say is that from my experience a vast majority of grown-ups will not do OR wish to do much to be independent learners (which to my mind is sort of paradoxical as the common image of grown-ups surely implies independence). They will do what they find easiest and least troublesome — which in most cases will also be what’s most conventional, or nothing at all. For many students a teacher is an integral part of their learning process, “pushing power” which is powerful enough to get them organized, guide and sometimes even take decisions for them. Due to the lack of time for grown-up students this particularly is a case in point.

As with everything else in life there are individual cases which break the tendency and are exceptions to rules. On the whole, though, after my 5+ years experience of working with adults, I’ve clearly traced a certain pattern. While being in a course environment, within a frame of a system that each teacher builds up, learners are ready to work and try out something new and maybe even get inspired to continue on their own. As soon as the course finishes, the frames break and let students go their own learning way, dramatic changes usually happen. Learners get frustrated or lack control or get lost in the list of resources you provide, being put off even before trying out for themselves. A teacher’s “pushing power”, their driving force, is missing! Most importantly (and also sadly), their independent and free learning will be largely passive – like reading, or watching a movie. Is it beneficial? It sure is. Is it productive? Not necessarily.

Such is the story with one of my recent private students. Ms M used to be in my General English class organized by her employer a couple of years ago. An incredible student, one of the most diligent, responsible and motivated adult learners I ever had. A month ago she called me to ask if we could have classes together as her English “totally deteriorated”. During our first lesson she explained that she had been trying to continue learning English all the time – self-studying for an exam in her field of work, reading books, watching films, trying to watch series. None of this worked for her. Just didn’t feel right, and there never was any feedback or active process. So we’re happily together again and she’s enthusiastic about regaining control over her English – with a teacher’s help.

I guess it’s fair enough that people find it difficult to learn by them selves. I have faced it many times myself. Autonomous learning, in my opinion, relies a lot not only on genuine interest, but also on will power, determination and more than anything else on practical relevance. I hope you will share some stories of success as I truly believe there must be some! 🙂