学習の学習 | Learning Learning
Guided Autonomous Learning on the Internet
An interview with Dr Cynthia Lee, Language Centre, Hong Kong Baptist University
Mike: Thank you very much for agreeing to this email interview. You have developed a web-site for autonomous English language learning in Hong Kong with your project partners Dr George Jors, Dr Eva Lai and Ms Ngar Fun Liu. At his JALT 2000 presentation, 'Guided Autonomous Learning: A Web-based Program', George talked about about the potential of the web for fostering learner autonomy but also of the need to guide learners and to take into account their cultural values. To start with the first of these points, what do you see as the most exciting contributions that the Internet can make to the development of learner autonomy?
Cynthia: I am piloting the website with some students, and from my observation, I can see some exciting contributions that the Internet can make to the development of learner autonomy.
Firstly, the Internet enables the students to access a large amount of both audio and visual materials at one time. In the past, language teachers used to tell the students to borrow some tapes, and then find the corresponding worksheets. They then do the worksheets, looked up meaning in dictionary, checked the answers and recorded the score. But now many language learning websites have all these functions, and are user-friendly. Secondly, the access can be at any time and in any place, not restricted to school environment. Of course, this is based on the assumption that the students have computers at home. Thirdly, the students can choose to do the materials that they feel suitable to their level of proficiency, or to do task(s) they are interested in, or even to repeat the same task(s) several times. This helps the students to think independently, and learn with fun and interest. Finally, the Internet provides an alternative way to learn independently of teachers, though some students may not prefer to learn from the new tool.
Mike: It's interesting that some students get into this kind of learning and some don't. Do you have any ideas about why this is, about what the differences are between those who like it and those who don't?
Cynthia: When I introduced the computerised self-learning English programme to the students and invited them to try this kind of learning, not all of them would like to participate. I introduced the programme to 8 groups of first-year students (about 128 students, 16-17 students in one group) who are studying their English for Academic Purposes courses in this semester. The introduction focussed on the programme features, its exercises and progress report system to monitor the learning pace. The English tutors also attended the introductory session. Actually, the tutors had had a briefing session about the self-learning programme. After the introduction, 66 students (about 51%) responded positively and registered. The response rate of a few groups is exceptionally low - 3 or even 0 out of 16 registered. Their English tutors talked to them and found that many of them are afraid of committing their time and energy in self-learning. A lot of students who do not register feel that the regular English courses have already had some assignments and they might not be able to spare time to do something 'extra', though they see the benefits of working on the programme. In contrast, the students who register are more motivated, and told their tutors that they would like to use the computerised programme to improve English, not just in this semester but also in the future. They enjoy working on the Internet which can be accessed even at home. They also enjoy watching video and doing listening, grammar, vocabulary, reading and writing exercises in one programme. Many students do not know or have not been introduced to such learning programme for self-learning. They can then improve English skills whenever they have time.
Mike: Do you think that the students' responses to the programme is related to their existing competence and confidence with computers?
Cynthia: I believe my students are not computer illiterate, because computing skills and knowledge has been managed by them when they were in high schools and many students have computers at home. The motivated students asked me if they could access the programme at home. I would say 'motivation' and 'commitment in learning' are more determining factors than competence and confidence with computers. If students are motivated, they are willing to try and commit their time.
Mike: And what can teachers do to encourage those who are not, initially, so motivated?
Cynthia: The course tutors are very helpful, and they talked to the students who have no confidence in joining the programme. Some tutors stated that they will give 'credits' to the students who have joined the programme by circulating their written work and praising their progress in the class. Two tutors will give 5% to self-learning in their courses. If students complete the programme, they will get the 5% irrespective of their performance. This encourages more students to join the self-learning programme.
I look forward to discussing the issue and sharing my experience with other teachers.
To see some pages from the web site developed by Cynthia and her partners, contact her by email: Cynthia Lee
Send in your experiences of using computers and the Internet to develop autonomy and self-access. Andy Barfield or Mike Nix. 自律性とセルフ・アクセス発達のためコンピューターやインターネットを使った経験をお聞かせ下さい。