This presentation compares efforts to promote learner autonomy and engagement in two contexts: Results are shared from a CALL curriculum revision project at a Korean university, and current efforts to develop an independent language learning program at a Sino–U.S. joint venture university in China are discussed.
This presentation reports on and compares efforts to promote learner autonomy in two contexts. First, results are shared from a project at a Korean university with an English medium of instruction (EMI). Next, current efforts to develop an independent language learning program at an EMI Sino–U.S. joint venture university in China are discussed. The project at the Korean university involved an extensive revision of a CALL lab program, aiming to develop LA and promote reflective learning. The CALL lab was one component of the required English program for undergraduates. With twin goals of (1) utilizing multi-media resources to enhance learning and cater to diverse interests and learning styles and (2) helping learners become self-directed and self-aware, the presenter transformed the program in the lab in three stages during one academic year: from very controlled use of a proprietary language-learning application to student-designed learning plans for projects and skills-based work managed through an LMS. Data gathered from student learning logs, discussion-group postings, projects, and final reflections illustrate increased levels of engagement, metacognitive and language awareness, self-efficacy, and LA. Student struggles with the curricular changes indicate a need for careful modelling and scaffolding of autonomous and reflective learning. At the new joint venture university in China, a Writing and Language Studio (WLS) has been established to support writing and promote the learning and use of multiple languages by members of the campus community. The WLS helps learners design and carry out their own language learning plans for English, Mandarin, or other languages. Coaches work with learners to scaffold (1) decisions about language learning goals, activities, strategies, and materials; and (2) self-assessment and reflection. They also provide opportunities to practice the target language. The presenter shares reflections on the two experiences and invites attendees to consider the relationship between LA and engagement.
