Promoting learner autonomy in web-based listening courses
Phil Hubbard,
For PowerPoint of the presentation on September 5, 2006 in
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
Issues covered include the following, which roughly reflect the course progression:
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.