Creating physical and social spaces for Autonomous Language Learning in the teenage EFL classroom

A look at institutionalized EFL environments reveals that the focus on test-oriented learning and standardized programs leaves little space for the personal development of learners' self, and that this focus can decrease engagement and passion for learning. Textbook analyses reveal that students are often confronted with scripted tasks that focus largely on language reproduction (Becker & Roos 2016). This combination of meager learner choice, autonomy and control often fails to access the learner's full potential. In contrast, surveys show that a majority of today's teenagers engage in personal WEB 2.0 affinity spaces that allow self-expression and new skill development, confronting them with authentic EFL resources and customizable content (Albert et al. 2019). This paper explores prepared foreign language environments which merge personal with institutionalized learning spaces and stimulate constructive learner activities, engagement and competency development through creative self-expression. It demonstrates how students prepare and create personal learning environments, and how meaningful tasks permeate learning boundaries, allowing learners to bring multifaceted skills to the language learning process. Empirical interview data offers insights into teenage learners' perceptions on optimal conditions for language acquisition, deep learning, and motivation and allows the deduction of key features for Learner Autonomy and agency in the EFL classroom. Findings reveal that students reflecting on their learning process often mention additional skills that are seemingly unrelated to foreign language learning. This suggests that a more holistic approach that includes additional skills and takes the teens' identity into account can drive learner success. Becker, C. & Roos, J. (2016). An Approach to Creative Speaking Activities in the Young Learners' Classroom. In: Education Inquiry7 (1), 9-16. Albert et al. (2019). Jugend 2019. 18. Shell Jugendstudie. Weinheim: Beltz