Autonomous Language Learning with Technology by Chun Lai

Author:Chun Lai
Language: eng
Format: epub
Publisher: Bloomsbury

Figure 5.1 Essential components and processes in learner preparation.

The bi-directional arrows between the three components suggest that the three aspects are interdependent of each other: A belief in autonomous learning with technology will trigger learners’ interest in utilizing their capacity to engage in such activities, and an enhanced capacity for doing so will in turn strengthen their belief in and willingness to engage in such activities. Learners’ capacity for autonomous learning with technology will enhance the likelihood of their perceiving the relevance of resources for language learning, and the availability of cultural and discursive resources will in turn enhance learners’ capacity. The availability of resources will strengthen learners’ willingness to engage in autonomous learning with technology, and learners’ interest in autonomous learning with technology will open learners’ eyes to and enhance their likelihood of perceiving the relevance of resources for such activities. The interdependency of the three core components shows that efforts to foster learners’ autonomous language learning with technology beyond the classroom need to address all three components. The two components in the outer circle represent the two major characteristics that intervention programmes need to possess in order to make optimal impact on autonomy development.

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