Available via license: CC BY-NC-ND 4.0
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Available via license: CC BY-NC-ND 4.0
Content may be subject to copyright.
PROFILE PROFILE
PROFILE PROFILE
PROFILE 6 (2005):
Universidad Nacional de Colombia, Facultad de Ciencias Humanas, Departamento de Lenguas Extranjeras
Profiles of Autonomy in the Field of Foreign Languages
PP
PP
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erfiles de autonomía en el campo de las lenguas eerfiles de autonomía en el campo de las lenguas e
erfiles de autonomía en el campo de las lenguas eerfiles de autonomía en el campo de las lenguas e
erfiles de autonomía en el campo de las lenguas e
xtranjerasxtranjeras
xtranjerasxtranjeras
xtranjeras
Myriam Luna CortésMyriam Luna Cortés
Myriam Luna CortésMyriam Luna Cortés
Myriam Luna Cortés
myluna@unipamplona.edu.co
University of Pamplona
Diana K. Sánchez LujanDiana K. Sánchez Lujan
Diana K. Sánchez LujanDiana K. Sánchez Lujan
Diana K. Sánchez Lujan
dianalujan2000@yahoo.com
Teacher at UNAD and Universidad Cooperativa in Bucaramanga
This paper describes the characteristics of the autonomous learner, especially in the foreign
language classroom and identifies the most common profiles observed in a particular group of
students training to be teachers at the University of Pamplona. Structured observations,
questionnaires and interviews were used as data collection techniques.
The study reported on this paper takes its source from the research, “La autonomía en el
proceso de aprendizaje del Inglés como Lengua Extranjera: Un estudio de perfiles y prácticas de
estudiantes y profesores”* , undertaken by the Grupo Interinstitucional de Evaluación e
Investigación (GIEI), which consisted of six teachers from various universities in Colombia. It
reports on the study carried out at one of the participating universities.
KK
KK
K
ey worey wor
ey worey wor
ey wor
dsds
dsds
ds: Autonomy, autonomous learning, profile, behavior, autonomous learner
El presente artículo considera el perfil que caracteriza al aprendiz autónomo a la luz del
concepto de autonomía en el aula de lenguas extranjeras y describe los perfiles identificados en
un grupo de futuros profesores observados en la Universidad de Pamplona. Para la recolección
de datos se emplearon observaciones, cuestionarios y entrevistas.
El estudio que aquí se reporta nace de la investigación “La Autonomía en el Proceso de
Aprendizaje del Inglés como Lengua Extranjera: Un estudio de perfiles y prácticas de estudiantes
y profesores”, realizado por el Grupo Interinstitucional de Evaluación e Investigación (GIEI),
integrado por seis docentes de diversas universidades de Colombia. Este texto reporta el estudio
realizado en una de las universidades participantes.
Palabras claves:Palabras claves:
Palabras claves:Palabras claves:
Palabras claves: Autonomía, Aprendizaje Autónomo, Perfil, Comportamiento, Aprendiz
Autónomo
* Autonomy in English Language Learning: A study on students’ and teachers’ profiles.
This article was received on April 14th, 2005 and accepted on September 19th, 2005.
133-140
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INTRODUCTIONINTRODUCTION
INTRODUCTIONINTRODUCTION
INTRODUCTION
Autonomy in foreign languages is considered
an important component for creative development
in communication, moving away from conventional
and restrictive contexts and moving towards self-
direction and self-regulation where the individuals
reorganize, restructure and evaluate their learning
experience. The introduction of these new contexts
encourages them “to become authors of their own
worlds”’ (Benson & Voller, 1997, p. 53).
The concept of autonomy in the field of
language learning has been understood from the
outset as self-learning and, in the classroom, as
the gradual transfer of the learning process from
the teacher to the students. Self- learning centers
attention on the individual and on independence.
Nevertheless, developed independence through
autonomy is conditioned to interdependence; this
being one of the characteristics of social beings.
Autonomy, therefore, may be understood as
freedom of control, not only of the teacher, but
also of the curriculum; the preconceived ideas
of learning a new language and the students’
weaknesses. Then, the process of transfer
presupposes the development of an active
relationship among the learner, the process and
the content of learning in the way in which he/she
learns and the way in which he/she transfers this
learning to contexts outside the classroom (Little,
1991), thus, “empowering” the learner to be
confident in new surroundings.
Interpretations of autonomy presented by different
authors and researchers, Leguthke & Thomas (1991),
Little (1991), Holec (1992), Dickinson (1992), Nunan
(1997) Benson y Voller (1997), Pennycook (1997),
Cotterall & Crabbe (1999), Zimmerman (2000),
Benson (2001), consider that the existence of
tendencies, procedures and behaviors evidence a
series of characteristics that help us to identify
autonomous individuals.
The following list states the characteristics that
define the autonomous learner:
• Regularly participates in the definition of the
objectives, understands the purpose of the task
and influences the content and structure of the
program
• Shows responsibility and initiative in the
development of pre-planned actions.
• Collaborates in the orientation of work and
with those who form a collective with learning
preferences.
• Systematically reviews the agenda, reflects
on what has already been learnt, evaluates effect,
develops and uses self-evaluative criteria.
• Self- regulates his/her interaction with other
participants and the proper employment of
resources.
• Maintains a positive attitude and behavior
despite possible learning difficulties and manages
to generate high levels of motivation.
• Uses a series of strategies through which he/
she achieves a more spontaneous and effective
degree of communication. Easily handles different
roles in discussion and enjoys a high level of social
autonomy in his/her learning.
• Successfully transfers what has been learnt
to new contexts.
• Is conscious of challenges and reflects upon
his/her own contributions.
• Has a positive image of him/herself, is creative
and disciplined.
• Undertakes and develops investigative
processes.
• Enjoys activities that favor social interaction.
• Regards the teacher as a guide; prefers
individual tasks, tutorials and distance/ off-campus
learning.
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CONTEXTCONTEXT
CONTEXTCONTEXT
CONTEXT
The University of Pamplona is valued for its
position in one of the boader zones of the country
(Colombia/Venezuela), where it has become an
axis, not only in education, but also in economic
matters.
For this study, a group of four students was
selected, one female and three males (age range
from 18 to 21), as a representative sample. They
were fifth semester students in the undergraduate
program in foreign languages at the University of
Pamplona. These students were in their fifth
semester of English and attended six class hours
of English a week (four hours in the classroom and
two in the language lab).
RESEARCH METHODRESEARCH METHOD
RESEARCH METHODRESEARCH METHOD
RESEARCH METHOD
The four students were invited to participate in
this study as part of their regular English classes.
They agreed and gave permission to use the data.
During a period of nine weeks, data were collected
through structured observations, questionnaires
and individual interviews in Spanish that were
conducted by the end of the second and the ninth
weeks. Classroom observations were recorded and
transcribed as well as the interviews. The terms
E1, E2, E3 and E4 were used instead of the
students’ real names.
Data analysis consisted of searching for specific
behaviors and characteristics orientated towards
the analysis of autonomy in the classroom with
future teachers of foreign languages. Special
attention was paid to emerging patterns used to
construct the final profiles.
It is necessary to consider that to evaluate
what is observed and heard from a student, in a
particular situation and context, is a complex
process. He/She will show not only the impact
of that particular situation and / or context, but
also the effect of some individual factors, such
as past experiences, preferences, tendencies
and habits which may determine the learning of
a new language.
RESULRESUL
RESULRESUL
RESUL
TSTS
TSTS
TS
The four profiles presented below contain the
main features of each of the students, identified with
an image that resembles the observed behaviors:
The SearThe Sear
The SearThe Sear
The Sear
chercher
chercher
cher
This individual is responsible, collaborative,
happy, sociable, punctual, spontaneous and
pleasant with those who share his/her day. He/she
is known for wanting to succeed and normally
brings the necessary materials to the classroom.
The searcher associates autonomy with people
he/she perceives to be extroverted, those who
participate, those who are dedicated and
responsible and those who enjoy the experience.
“
It is what each person has and shows … in a
situation”.
He/she
spends time among academic,
extracurricular and sporting activities, the latter
being one of the favorites and resolves his/her own
personal and academic problems responsibly.
This student involves him/herself in decision-
making regarding to the design of the program,
selection of topics and demonstration of
knowledge. He/she also takes the role of teacher
with people who have a lower level of
understanding with the aim of explaining, clarifying,
reminding and learning at the same time. He/she
prefers to work in small groups or individually.
As far as learning strategies go, The Searcher
takes notes, clarifies instructions, asks questions,
uses the dictionary and main text, audio and
bibliographical resources as well as personal help.
He/she shows concern and a desire to improve
oral communication. This is evident when he/she
repeats things to him/herself in the continual search
and inquiry into effective strategies and in the
questions he/she poses to the teacher and fellow
students. “
It is fundamental to know the strategies
in time to have good work habits … to reach
autonomy successfully”
. He/she makes efforts to
communicate in the foreign language, seldom using
long utterances in English, but enjoying the learning
experience nevertheless and undaunted by
potential mistakes. “
I don’t get embarrassed; if I
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make a mistake, I don’t care…I learn from my
mistakes…to see how I can improve
[
my language
skills
]
. I think challenge is the best thing”
. He/she
corrects him/herself and evaluates his/her listening
comprehension skills, compares answers and
detects strengths and weaknesses. “
I use tests. I
transcribe everything I hear. Later, to see if I’ve
done O.k., I look at the book and compare … the
writing … to see if I have made any mistakes with
words or expressions”
. This student is aware of
the competence needed for his/her professional
future, goes to the resource center daily and uses
it as a place of study and practice.
This subject has a high level of interest in learning
and prefers discussion which is orientated towards
debate, workshops, etc. which generate opportunities
for social interaction. He/she assigns a traditional role
to the teacher; that is to say, giving explanations,
encouraging participation, motivating, giving
constructive feedback, correcting and evaluating.
The Motivated But UnreliableThe Motivated But Unreliable
The Motivated But UnreliableThe Motivated But Unreliable
The Motivated But Unreliable
This student is an extrovert, open in dialogue
and not punctual although he/she has the potential
to take control in activities which, by and large, he/
she avoids. He/she doesn’t show much interest in
the classroom and only contributes moderately
during periods of interaction, but is attracted by
the opportunity to learn new languages, by music
and by the Internet.
His/her concept of autonomy lies in initiative,
research and the establishment of challenges. “
…to
want to do…to know what for….to have set
challenges, if he/she doesn’t have them, then …
for what reason does he do things?”
This subject
knows his/her own responsibilities but punctuality
is not one of his/her main practices. Neither is time
management, particularly when it comes to
completion of academic tasks.
“I know I arrive late
… I try to be more punctual but sometimes other
things get in the way”.
As far as learning strategies are concerned, The
Motivated but Unreliable takes notes when he/she
feels like it, uses the dictionary and collaborates a
little in group activities, shows a preference for
individual work and is easily distracted. “
I don’t
have a work group. I prefer to work alone …
sometimes I find it difficult to concentrate”
. He/
she uses short fixed expressions most of the time
when conversing with the teacher and speaks in
the mother tongue when working in groups and
prefers development of written communication.
This student does not keep records of his/her own
pattern of learning, nor does he/she demonstrate
a capacity for self-correction or self-evaluation. He/
she frequently uses the technological resources of
the Institution, preferring to work selectively and
to learn individually. “
I go to the Internet almost
everyday, it’s great…I learn a lot with the
computer”.
He/she uses the resource center as a
place to socialize more than a place for study and
research, creates his/her own private space and
expresses interest in working at home.
The Motivated but Unreliable concentrates on
the teacher, the design, the content, the
development of the course and the protagonism
of the learning process in the classroom. He/she
emphasizes the role of authority, describing the
teacher as “
the power of the story”.
The Wind Up DollThe Wind Up Doll
The Wind Up DollThe Wind Up Doll
The Wind Up Doll
This student is a quiet, punctual, timid, reserved
and perceptive person. His/her passive personality
means that he/she is sometimes lacking in initiative.
The practical tasks in the classroom depend on
the study group and the teacher.
This character considers autonomous learning
to be ”
the freedom to do things”
and describes
the autonomous learner as
“responsible,
disciplined, interested, conscious of what needs
to be learnt and known, and capable of research in
order to realize his/her own goals, to self-qualify
and self-evaluate”.
The Wind Up Doll associates
autonomy with an individualized style of work,
seldom in a group, believing that sometimes he/
she lacks autonomy. This can be seen in his/her
style of learning. “
… most of the time I’m with my
friends so…I study, learn and work with them”.
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He/she “mentally” plans work and tasks to achieve
academic success with short term aims.
He/she does not take notes when asked not to,
uses the dictionary often, replies in a quiet voice,
repeats to him/herself what he/she has heard and
prefers to learn by reading. “
I read about the culture
of Great Britain… I take down expressions and
vocabulary. I study verbal forms which I write in my
notebook to remember”.
When it comes to group
work, he/she collaborates by formulating questions
and carrying forward ideas that contribute to the
development of the activities. Although he/she
believes that “
when the teacher points out someone
to participate, it is like a demand”.
Generally, he/she
hopes to be picked, speaks monosyllabically, smiles
and shows him/herself to be well-informed. He/she
shows a preference for audio information, likes
listening to others and goes to the resource center
often with his/her work companions on whom he/
she depends academically and socially.
This subject is conscious of his/her weaknesses
in interactive processes, is aware of what is needed
for active participation and considers self-evaluation
necessary, with the aim of improving his/her level
of learning. He/she is concerned about the image
he/she projects and about what other people think
about him/her. “
A mark is the least of my
concerns… it does not affect me on a personal
level, but on a social level. I am talking about…
when another person sees the mark and says
something like ‘this student is mediocre’ ’’.
The Wind Up Doll’s role is to learn and act
“like the beat of the music”
(Betancur, 2001:21),
influenced by the teacher and the work group. He/
she believes that the teacher must share the benefit
of experience, promote interactive processes and
serve as a guide “…
so that we use well what we
have learnt”.
The BrainThe Brain
The BrainThe Brain
The Brain
This is a responsible, active, extroverted,
reflexive, collaborative, sociable, secure, and
punctual student who is organized in his/her private
life as well as academic life.
He/she always has the relevant materials and is
especially adept when it comes to leading
processes of interaction in the classroom.
This student relates the concept of autonomous
learning to initiative, responsibility and investigation.
“
I always have to be very responsible… it is
gratifying. To be responsible is like being
independent”.
He/she has a natural ability for
organizing time and completing the different weekly
personal and academic tasks. “
I have a timetable
for everything, including when I get up and go to
bed. I sometimes read before going to sleep so
that I have time to do my university stuff
as well as
things for the congregation… I dedicate seventy
hours every month to religious activities, but I
have… an agenda. When I receive the timetable
from the University, I take the hours I am not going
to be in class into account… I balance my religious
practices well with my university responsibilities”.
He/she prefers to participate in the design of the
program, in the selection and development of the
content and enjoys working in small groups with
others who share a similar level of communicative
competence.
As far as learning skills go, The Brain takes notes,
draws conclusions, uses resources like the
dictionary and main text, carries ideas forward,
formulates questions, gives answers, expresses
opinions and never refuses to work with fellow
students. He/she participates voluntarily in
classroom tasks, displays confidence and
independence and does not need constant
attention from the teacher. This subject goes to
the resource center every day to study and
practice, to read texts or short stories, to consult
grammar books, to use listening material, to listen
to music and to write it down. He/she likes to
monitor his/her progress when possible and
evaluates his/her up - to- date performance in
verbal communication, comparing it with past levels
and reflecting on his/her progress. “
I consider that
as time goes by, one should evaluate oneself. I have
had the opportunity to listen to recordings of myself
when I was at a basic level and I have compared
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them with what I am doing at the moment. I read
texts and ask and answer questions about them;
self-evaluation, for me, is reading something and
being able to recount what I have read”.
The Brain
detects the strengths and weaknesses in learning
strategies and tries new techniques (Zimmerman,
2000). Self-reflection and self-correction allow
him/her to understand how to study and work better.
His/her personal confidence helps in the transfer
of what has been learnt to new contexts. He/she is
highly motivated and always communicates in the
foreign language but uses long expressions only
on some occasions. This character grants the
teacher the role of tutor and guide and considers
him/herself autonomous in areas in which he/she
is more motivated, but recognizes that there are
circumstances when help is needed.
As can be seen in the previously mentioned
cases, it is possible to identify characteristics that
draw some students closer and distance others
from the autonomous learning process. The
Searcher shows behavior that tends to favor the
development of autonomy in an educational
context. The Motivated But Unreliable, on the
contrary, creates his/her own opportunities for self-
learning outside the classroom, moving away from
the responsibility and capacity to act as part of the
interdependent social group. The Wind Up Doll
shows a tendency to make him/herself popular in
the foreign languages classroom, but does not
possess characteristics that indicate a level of
autonomy. Finally, The Brain is a student who, due
to his/her learning behavior, comes closer to
achieving the autonomous learning profile, showing
an initial level of autonomy and self-regulation and
using important strategies for reflection on the
learning process.
CONCLCONCL
CONCLCONCL
CONCL
USIONSUSIONS
USIONSUSIONS
USIONS
The practical analysis of autonomy in the
classroom of future teachers of foreign languages
shows that the majority of students fall into the
profile of “The Wind Up Doll”. This group follows
the established rules and procedures, the
instructions for the completion of tasks and does
the necessary work on the set texts. They prefer
group activities and detailed text analysis, but have
a lack of flexibility when it comes to ideas and
consider the teacher or group leader as essential
for achieving a successful level of learning. Their
contribution and participation in the classroom are
subject to “the wind up mechanism”. This
mechanism is initiated by the teacher through the
type of input provided, the teaching and learning
strategies applied and the resources used in the
language learning process. Students classified
within this profile depend on those who around
them. These students only “dance” when they are
asked to.
The classroom is perceived as one of the
fundamental areas for gaining autonomy in the
context of foreign language learning. It is there
where the process of autonomy may be
understood. Teacher autonomy is considered a
necessary condition for the development of learner
autonomy, which permits him/her to be the author
of his/her own learning, to maximize his/her
individual potential and to become a successful
performer in new surroundings.
Moving away from “The Wind Up Doll” profile
to more autonomous profiles should be the focus
of foreign language teachers. This means, to center
their attention on the practices of more effective
learner roles, giving them new opportunities to
exercise control over their own learning, to acquire
new responsibilities, and to get actively involved in
the management of their learning process. All these
practices may lead the different roles for learners
from that as negotiators, and users of lifelong learning
strategies to risk – takers and innovators.
The role of learners as negotiators emerges from
themselves, the learning process and the object
of learning. According to Nunan, (1999), it
involves, negotiation over the following issues:
whether to work in groups or pairs for a particular
task, how long a series of group reports should go
on, whether a particular writing task should be done
in or out of class, whether a series of reflection
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tasks should be completed every week or every
two weeks, when the visit to the resource center
should happen, etc.
The use of learning strategies from the start of
the learning process helps learners to be directors
of their own learning, to plan, monitor and evaluate
their learning tasks. Learners are expected to
create their own space according to their goals,
needs and processes of adjustment and adaptation
of individual characteristics in new contexts. They
are expected to make use of a significant level of
reflection about the learning process. Reflection
is an essential component in autonomy and reveals
the differences among individuals, showing some
to be more successful than others. Previous studies
suggest that efficient learners tend to exhibit
specific characteristics as they go about learning a
second/foreign language. For example, they like to
identify their strengths and weaknesses to work on
language problems, to reflect on the processes
underlying their learning and to find their own way
as regards good language learners.
The role of risk–takers and innovators stems
from the many tasks in which learners have to create
and interpret messages. Practice in guessing from
linguistic and contextual clues, asking for
clarification, consulting, creating, interpreting and
restating messages, paraphrasing, and using
paralinguistic signals may be seen as motivating
tasks to encourage learners to become more
autonomous in their approach to language learning.
Therefore, autonomy seems to be rooted in
these identities which are found in individuals as
new learners. It is also part of the interactive process
through which, with group collaboration, the shared
learning space is constructed. Finally, to promote
and educate people about autonomous learning
within Colombia implies a pedagogic approach
which focuses on specific socio-cultural needs in
and out of the classroom. That is to say, pedagogic
innovations which guide the participants –both
students and teachers- to discover their needs and
individual learning styles, using them to develop
autonomy, tackle new learning strategies and to
enhance cognitive, social and reflective processes
required in the learning of a new language. This
leaves room for self-regulation and the transfer of
knowledge, skills and actions from the classroom
to new social and cultural areas.
ABOUT THE AUTHORSABOUT THE AUTHORS
ABOUT THE AUTHORSABOUT THE AUTHORS
ABOUT THE AUTHORS
Myriam Luna CortésMyriam Luna Cortés
Myriam Luna CortésMyriam Luna Cortés
Myriam Luna Cortés, Master of Arts in Applied
Linguistics for English Language Teaching,
University of Lancaster, Lancaster, UK; BA in
Foreign Languages, University of Pamplona.
Professor in the Department of Languages and
Communication at University of Pamplona.
Diana K. Sánchez LujanDiana K. Sánchez Lujan
Diana K. Sánchez LujanDiana K. Sánchez Lujan
Diana K. Sánchez Lujan, specialized in
Intellectual Development and Education,
Universidad Autónoma de Bucaramanga; BA in
Foreign Languages, University of Pamplona.
English tutor at Universidad Nacional Abierta y a
Distancia and teacher in the Department of Foreign
Languages at the Universidad Cooperativa de
Colombia in Bucaramanga.
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