Promoting Autonomous, Collaborative English learning Practices and Fostering Greater Learner Autonomy among Secondary Students in Hong Kong
DOI:
https://doi.org/10.24203/ajeel.v7i1.5664Keywords:
Learner autonomy, out-of-class learning, collaborative learning, second language acquisitionAbstract
Learner autonomy can be referred as an individual’s ability and responsibility to take charge of his or her own learning, which is important to language learning. In Hong Kong, English is more like a foreign language. It is considered as the high variety and speaking the language in a non-required situation is always associated with a negative connotation of being arrogant. To most local people, it is a language learned in a classroom and is seldom used for communicative purposes. Meanwhile, Hong Kong classrooms are featured with teacher-centred, examination-oriented teaching, and passive learning. These factors make the taking up of chances of practising the language with Cantonese-speaking peers in outside of class situations and the development of learner autonomy very difficult. However, out-of-class learning is essential to language learning and learner autonomy. In this multiple-case study, the case participants were asked to reveal their approaches to overcoming challenges, engaging in collaborative English learning practices, and developing greater autonomy. In this paper, their ways to tackle the difficulties of participating in out-of-class English practices with peers and develop learner autonomy, will be discussed.References
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