Date of Award

2000

Thesis Type

PhD

Document Type

Thesis

Divisions

Faculty of Education

Institution

Universiti Malaya

Abstract

This study investigated the development of learner autonomy through strategy, training in the ESL classroom. Leamer autonomy refers to learners' ability to take responsibility for their own learning whi le strategy training refers to the explicit introduction of language learning strategies during lessons where learners are givens explanations as to when, how and why these strategies can be used to facilitate the learning process. The study examined both the implementation and the effects of 15 week Strategy Training Programme. The subjects of this study involved one Test trained teacher and an ESL class of 42 Form Four students in an urban secondary school in Selangor, Malaysia.

The study employed a four-pronged system of collecting data. This included techniques such as classroom observations, questionnaires, interviews and the examination of wrillen documents such as learning journals and learning contract,

Data from all these sources were constantly compared, contrasted and triangulated using both deductive and inductive approaches to draw conclusions.

First and foremost, it was found that strategy training was effective in developing learner autonomy. This was corroborated by the fact that by the end of the training programme, approximately 81 per cent of the students indicated that they were successful in managing their own learning and were capable of working independently Secondly, strategy training resulted in a significant increase in the use of language learning strategies among students. This increased use of strategies helped the student to become better language learners and equipped them with the ability and willingness to take responsibility for their own learning. This was evidenced in their success to plan, organize and monitor their own learning. Thirdly, although the teacher's responses and analysis of students' learning journals and learning contracts indicated that students were successful in evaluating their work, they, themselves did not perceive this to be so. At the implementation level several observations were made. Firstly, successful implementation required the teacher to strike a balance between 'what to learn' (product) and 'how to learn' (process). Furthermore, the successful integra tion of learning strategies into regular English Language lessons enabled the teacher to introduce a variety or direct and indirect strategies in each lesson. Thirdly, classroom observations indicated that the teacher provided students with more opportunities for organizing and monitoring learning as compared to planning and evaluating the learning process. In addition to that, metacognitive and cognitive strategics were given more emphasis compared to affective strategies. This probably resulted in students possessing little confidence in self-assessing their own learning.The findings imply that strategy training is an effective tool to help students take responsibility for their own learning. Furthennore, equal emphasis on content or 'what to learn' and process or 'how 'to learn' appear to be the key fac tors that need to be considered when planning and designing language courses. Such a move would help equip learners with the necessary knowledge and skills to achieve learner autonomy for life-long learning.

Initial

Thesis (PhD) – Faculty of Education, Universiti Malaya, 2000.   

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