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S127 2/2 | ReNLA: Autonomy in the time of complexity in a changing world

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Session Information

In this symposium, presenters will explore the critical issues related to learner and teacher autonomy in the time of complexity in a changing world. Complexity is an emerging theme in language learning and teaching research, and a reality that all language learners and teachers cope with in their pursuit of autonomous learning and teaching. Against this background, researchers will report on research conducted in multiple contexts using a variety of theoretical perspectives and constructs to deconstruct and understand autonomy in language learning. These include studies that critically examine how language learner identity and agency can be used to generate insights into autonomous language learning. The studies may also investigate how language teachers undertake strategic efforts and achieve autonomy in professional practice. Presenters will use emerging perspectives, such as complexity, ecological, and socio-cultural theories to examine a variety of topics in language learning autonomy research. The symposium will help develop nuanced understandings of emerging topics in learner autonomy research in the contexts of: learning in the classroom and beyond, self-access centres, language advising settings, and technology-enhanced language learning. All presenters will work towards synergizing efforts and intellectual investment towards a better understanding of autonomy in this complex and rapidly changing world.

Virtual Session Symposium
August 18, 2021 02:30 PM - August 18, 2022 06:00 PM(Europe/Amsterdam)
Venue : Room 1
20210818T1430 20210818T1800 Europe/Amsterdam S127 2/2 | ReNLA: Autonomy in the time of complexity in a changing world

In this symposium, presenters will explore the critical issues related to learner and teacher autonomy in the time of complexity in a changing world. Complexity is an emerging theme in language learning and teaching research, and a reality that all language learners and teachers cope with in their pursuit of autonomous learning and teaching. Against this background, researchers will report on research conducted in multiple contexts using a variety of theoretical perspectives and constructs to deconstruct and understand autonomy in language learning. These include studies that critically examine how language learner identity and agency can be used to generate insights into autonomous language learning. The studies may also investigate how language teachers undertake strategic efforts and achieve autonomy in professional practice. Presenters will use emerging perspectives, such as complexity, ecological, and socio-cultural theories to examine a variety of topics in language learning autonomy research. The symposium will help develop nuanced understandings of emerging topics in learner autonomy research in the contexts of: learning in the classroom and beyond, self-access centres, language advising settings, and technology-enhanced language learning. All presenters will work towards synergizing efforts and intellectual investment towards a better understanding of autonomy in this complex and rapidly changing world.

 Room 1 AILA 2021 aila2021@gcb.nl
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Sub Sessions

View Abstract

The shifting role of advising in self-access: How can we support the basic psychological needs of our students?

FeaturedAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
I will draw on results of research into perceptions and use of a self-access centre in Japan from a self-determination theory point of view. I suggest ways in which learning advisors might attend to the three basic psychological needs of competence and relatedness, and autonomy in advising sessions.
Presenters Jo Mynard
Kanda University Of International Studies
View Abstract

Learner autonomy in transition: The affordances of online multimodal interaction between learning advisors and learners

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
This qualitative study investigates EFL learners in a 15-week Japanese learner autonomy program as they interact with advisors in face-to-face and online environments. It explores learner perspectives on self-selected tasks and resources in developing language learner autonomy, and the mediating roles of peers, language learning advisors, and technologies.
Presenters Jo Mynard
Kanda University Of International Studies
View Abstract

Autonomy through online spaces: How classrooms and online resources interact to foster independent learning and the development of linguistic identity.

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
This paper describes an investigation into online learning carried out in association with classroom situations. Primarily qualitative data is analysed in terms of learner entry into communities of practice and the contribution of changing identities  to language learning and the development of autonomy, in order to explore how the disparate experiences of learners interacted with each the learning spaces they were in, and how new practices and identities emerged.
Presenters Michael Carroll
Momoyama Gakuin University
View Abstract

Language students as potential change agents in language pedagogy - professional vision in emergence

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
This study examines the complexity of language students’ agency and identity work while envisioning their profes-sional career as language teachers. The research approach is nexus analysis. The multimodal materials come from Master’s-level courses where the students planned, designed and put into practice online English learning projects for Finnish schoolchildren.
Presenters Leena Kuure
University Of Oulu Riikka Tumelius
Doctoral Researcher, University Of Oulu
View Abstract

Out-of-class learning in a Spanish for Specific purposes course: A case study in the aviation industry in Trinidad and Tobago

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
This study explores blended learning in a Spanish for Specific purposes course. In this study learners preferred face-to-face sessions over independent online sessions. Learners seemed to be better able to take control and make sense of the learning materials after interacting with a more experienced other.
Presenters Paola Palma
University Of The West Indies Diego Mideros
Moderator, The University Of The West Indies
View Abstract

Learning English “autonomously” in private tutoring within a “non-autonomous” system: A complexity theory perspective

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
Through complexity theory, this study aims to understand students’ autonomy in learning ESL in a context where mainstream schooling and private tutoring coexist. It challenges the view that teacher-dependence and learner autonomy are mutually exclusive and proposes that private tutoring can be a platform for students to learn English autonomously.
Presenters Kevin Yung
Assistant Professor, Education University Of Hong Kong
View Abstract

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

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
This paper explores environments which merge personal and institutionalized learning spaces by allowing teenage learners to take control, bring in their identity, and individual repertoire of skills. Empirical data offers insights into learners’ perceptions on optimal conditions for learning, and identifies key features for Learner Autonomy and agency.
Presenters Carmen Becker
TU Braunschweig
View Abstract

Language Learner Autonomy and Social Networks during Residence Abroad: Autonomous Chinese-Speaking Students’ Linguistic and Social Experiences in a UK University

StandardAILA Symposium 02:30 PM - 06:00 PM (Europe/Amsterdam) 2021/08/18 12:30:00 UTC - 2022/08/18 16:00:00 UTC
Autonomous Chinese-speaking sojourners exhibit their autonomy through seeking out affordances offered by their social networks for diverse linguistic and non-linguistic encounters within various social settings. This research investigates how a group of autonomous Chinese-speaking sojourners at a UK university exercise their agency to deal with not only linguistic but also interactional, emotional, contextual and identity issues thus better responding to affordances offered by different complex and changing eco-systems in line with their language learning and other personal goals.
Presenters Xinyang Lu
University Of Southampton
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Session Participants

Online
Session speakers, moderators & attendees
Dr. Kevin Yung
Assistant Professor
,
Education University of Hong Kong
Dr. Jo Mynard
Kanda University of International Studies
Prof. Michael Carroll
Momoyama Gakuin University
Leena Kuure
University of Oulu
Riikka Tumelius
Doctoral Researcher
,
University of Oulu
+ 4 more speakers. View All
Dr. Diego Mideros
Dr. Diego Mideros
Moderator
,
The University of the West Indies
Ms. Kerstin Dofs
Ms. Kerstin Dofs
PhD student
,
Macquarie University/Ara Institute of Canterbury
Dr. Xuesong Gao
Dr. Xuesong Gao
University of New South Wales
Joanna Porkert
Joanna Porkert
AILA2021 volunteer
,
University of Groningen
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Slides

AILA__Mynard_AILA__
The shifting role of advising in self...
 0 Submitted by Jo Mynard
AILA_1626995348Mynardhandout.docx
The shifting role of advising in self...
 0 Submitted by Jo Mynard
AILA__Carroll_autonomy_online_spaces
Autonomy through online spaces: How c...
 0 Submitted by Michael Carroll
AILA_1629009152CARROLLAutononythroughonlinespaces.pptx
Autonomy through online spaces: How c...
 0 Submitted by Michael Carroll
AILA__Kuure_Tumelius_RenLA_AILA__FullHD
Language students as potential change...
 0 Submitted by Leena Kuure
AILA_1626870147Handout-Kuure-Tumelius-Renla-AILA-2021.pdf
Language students as potential change...
 0 Submitted by Leena Kuure
AILA__Yung_AILA_Presentation
Learning English “autonomously” i...
 0 Submitted by Kevin Yung
AILA_1626956144Yung_private_tutoring_slides.pdf
Learning English “autonomously” i...
 0 Submitted by Kevin Yung
AILA__AILA_Xinyang_Lu_
Language Learner Autonomy and Social ...
 0 Submitted by Xinyang Lu
AILA_1629254770AILA_XinyangLu_presentationfiles.pdf
Language Learner Autonomy and Social ...
 0 Submitted by Xinyang Lu
AILA__Palma_Mideros_Out_of_class_learning
Out-of-class learning in a Spanish fo...
 0 Submitted by Paola Palma
AILA__Creating_physical_Carmen_Becker
Creating physical and social spaces f...
 0 Submitted by Carmen Becker

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