Promoting learner autonomy in web-based listening courses

 

Phil Hubbard, Stanford University

 

For PowerPoint of the presentation on September 5, 2006 in Granada, click here

 

Abstract

 

The expansion of multimedia onto the web has led to an unprecedented wealth of audio and video resources for language learning, creating new options for building proficiency in listening comprehension. This situation has produced both a challenge and an opportunity. The challenge is to train learners to use the material effectively to fulfill the course objectives; the opportunity is to extend that training to build foundations for autonomy, making it possible for students to continue developing both listening proficiency and strategic proficiency after the course ends.

 

This show and tell begins with a brief overview of relevant work on learner autonomy and learner training in a technology setting. It then reports on how CALL listening strategy development and consequent moves toward increasing learner independence have become integrated into the presenter’s courses in an academic English program at a US university. The courses utilize listening resources ranging from dedicated commercial and teacher-created materials and exercises, to authentic content supported by online learning aids, to unsupported authentic content.

 

Issues covered include the following, which roughly reflect the course progression:

  • Technical training – identifying what students need to be able to do to work effectively
  • Pedagogical training – helping students identify learning objectives and use targeted strategies and procedures to meet those objectives
  • Working toward autonomy – providing instruction and practice to help students with setting objectives, selecting materials, developing appropriate procedures, utilizing support applications, maintaining motivation, and assessing progress
  • Planning for when the course is over

 

Examples are presented of course websites, class activities, and both teacher and student generated procedures for working independently. Although it is acknowledged that some leave the course having made just the first tentative steps toward autonomy, overall student response has been quite positive; colleagues are thus encouraged to consider this approach for their own classes.