A Blog Space for Autonomous Learning
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Autonomous learning has many potential benefits for language learning. However, due to the educational system and situational restrictions, it is rarely realized in the language classroom in Korea. This paper suggests a blog as an alternative space to facilitate autonomous learning. Seventeen college students who enrolled in the Communicative Language Teaching course participated in the study. They posted text, audio, and video messages to blogs for eight weeks. The students' blogs, reflection papers, follow-up interviews, and in-class presentations were collected during and after the activity. Qualitative data analysis method, text analysis in particular, was employed in the study. The data were categorized into five domains related to autonomous learning: cognitive,metacognitive, affective, social, and linguistic. The results proved that the blog activity greatly contributed to increasing learner autonomy in all domains examined in the study. Cognitively, the blog offered the students many choices in selecting topics and materials. Metacognitively, it allowed them to engage in the planning, assessing and monitoring processes. Affectively, it enhanced positive affective factors while reducing negative affective ones. Socially, it fostered interactions and collaboration among learners. Finally, linguistically, it helped improve the students' language skills, mainly due to the learner autonomy gained in the other domains.
Abstract
Autonomous learning has many potential benefits for language learning. However, due to the educational system and situational restrictions, it is rarely realized in the language classroom in Korea. This paper suggests a blog as an alternative space to facilitate autonomous learning. Seventeen college students who enrolled in the Communicative Language Teaching course participated in the study. They posted text, audio, and video messages to blogs for eight weeks. The students' blogs, reflection papers, follow-up interviews, and in-class presentations were collected during and after the activity. Qualitative data analysis method, text analysis in particular, was employed in the study. The data were categorized into five domains related to autonomous learning: cognitive,metacognitive, affective, social, and linguistic. The results proved that the blog activity greatly contributed to increasing learner autonomy in all domains examined in the study. Cognitively, the blog offered the students many choices in selecting topics and materials. Metacognitively, it allowed them to engage in the planning, assessing and monitoring processes. Affectively, it enhanced positive affective factors while reducing negative affective ones. Socially, it fostered interactions and collaboration among learners. Finally, linguistically, it helped improve the students' language skills, mainly due to the learner autonomy gained in the other domains.
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