Self-regulation to develop autonomy in language teacher education: Two case studies in an EFL Malagasy context
Dominique VolaAmbinintsoa & EduardoCastro
Kanda University of International Studies
Abstract
This article reports on a two-phased research study on the promotion of learner autonomy conducted in a teaching college in Madagascar. Phase one aimed to help English as a Foreign Language (EFL) pre-service teachers improve their writing and simultaneously develop their self-regulated learning (SRL) skills through journal writing in a bespoke nine-week reflective writing course. The course was designed with the belief that promoting learner autonomy necessarily involves reflection on the learning process, goals, and outcomes of learning, and that successful SRL results in increased learner autonomy. In addition, teachers who have experienced learner autonomy are more likely to promote it in their teaching. The collected data from the course consisted of the participants’ journal entries related to each writing task and written reflections on the course, which were submitted to thematic analysis. Phase two took place two years after phase one. Data collection for this phase consisted of Google Form questions and email exchanges that were intended to investigate the long-term impact of the reflective writing course on the pre-service teachers’ ways of learning and on their preparation for their teaching practice. To illustrate the impact of the two phases in detail, this article focuses on two case studies. They were chosen because these two participants showed lack of self-confidence and struggles with writing at the beginning of phase one, and yet, were able to develop their SRL skills, in particular, their goal setting and self-evaluation. This paper provides a unique contribution to the field, since not much research has investigated learner autonomy or SRL in education in Madagascar, and few studies have returned to participants after some time to assess long-term impact.
Learner autonomy and self-regulation have long been recognized as important goals and qualities in various educational contexts, given that learning is a lifelong process and learners’ needs are likely to change over time (Crabbe, 1993; Lyon et al., 2023). However, promoting these qualities can be challenging in environments that favor teacher-centered approaches, as opportunities for self-regulation, autonomy, or reflection on learning are limited for students. In Madagascar, for instance, terms like ‘self-regulated learning’ (SRL) and ‘learner autonomy’ are absent in language teacher education curricula, which is concerning considering that teachers play an important role in encouraging the development of their students’ autonomy (Little et al., 2017). To exercise this role, it is necessary for pre-service teachers to experience autonomy in their own learning, as this experience can most likely lead to fostering learner autonomy in their classrooms (Little, 1995; Magno e Silva, 2018). Providing pre-service teachers with such an experience was the main aim of phase one of our research, which was a part of a doctoral project (Ambinintsoa, 2020).
(2023) Raising teachers’ awareness of learner autonomy in an EFL Malagasy context. In L. A. Ruiz Guerrero, C. Ludwig, M. G. Tassinari, & K. Nagao (Eds), Developing learner autonomy in foreign language learning: Papers from the Independent Learning Association Conference, Mexico, June 2021 (pp. 106–121). Candlin & Mynard.
Anderson, N. J.
(2012) Metacognition: Awareness of language learning. In S. Mercer, S. Ryan, & M. Williams (Eds.), Psychology for language learning: Insights from research, theory and practice (pp. 169–187). Palgrave Macmillan.
Benson, P.
(2011) Teaching and researching autonomy (2nd edition). Routledge.
Benson, P., & Mynard, J.
forthcoming). Learner autonomy. In D. Nunan Ed. Practical English teaching 2nd Ed. Anaheim
Braun, V., & Clarke, V.
(2006) Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77–101.
Braun, V., & Clarke, V.
(2022) Thematic analysis: A practical guide. SAGE.
Crabbe, D.
(1993) Fostering autonomy from within the classroom: the teacher’s responsibility. System, 21(4), 443–452.
Dadds, M., & Hart, S.
(2001) Doing practitioner research differently. Routledge.
Dweck, C. S.
(2009) Mindsets: Developing talent through a growth mindset. Olympic coach, 21(1), 4–7.
Duff, P. A.
(2008) Case study research in applied linguistics. Routledge.
Ehrman, M. E.
(2002) Understanding the learner at the Superior-Distinguished threshold. In B. L. Leaver & B. Schektman (Eds.), Developing professional-level language proficiency (pp. 245–259). Cambridge University Press.
Farrell, T. S. C.
(2019) Reflective practice in ELT. Equinox Publishing Limited.
Fonseka, E. G.
(2003) Autonomy in a resource-poor setting: Enhancing the carnivalesque. In D. Palfreyman & R. Smith (Eds.), Learner autonomy across cultures: Language education perspectives (pp. 147–163). Palgrave Macmillan.
Griffiths, C., & Soruç, A.
(2020) Individual differences in language learning: A complex systems theory perspective. Palgrave Macmillan.
Hanks, J.
(2017) Exploratory practice in language teaching: Puzzling about principles and practices. Springer.
Keller
(2009) The danger of misunderstanding ‘culture’. Madagascar conservation & development, 4(2), 82–85.
Lamb, M.
(2019) Motivational teaching strategies. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave handbook of motivation for language learning (pp. 285–305). Palgrave Macmillan.
Little, D.
(1995) Learning as dialogue: The dependence of learner autonomy on teacher autonomy. System, 23(2), 175–181.
Little, D., Dam, L., & Legenhausen, L.
(2017) Language learner autonomy: Theory, practice and research. Multilingual Matters.
Lyon, P., Yoshida, A. J., Yoder, H., MacDonald, E., Ambinintsoa, D. V., & Curry, N.
(2023) Fostering learner development through reflection: How the project started. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting (pp. 53–67). Multilingual Matters.
Magno e Silva, W.
(2018) Autonomous learning support base: Enhancing autonomy in a TEFL undergraduate program. In G. Murray & T. Lamb (Eds.), Space, place and autonomy in language learning (p. 219–232). Routledge
Oxford, R. L.
(2017) Teaching and researching language learning strategies: Self-regulation in context. Routledge.
Pham, H., & Ambinintsoa, D. V.
(2022) Examining the effects of reflective writing and peer feedback on student writing in and beyond the university. Writing beyond the university. preparing lifelong learners for lifewide writing, 108–123.
Polczynska, M., Goncalves, J., & Castro, E.
(2023) Fostering interactive reflection on language learning through the use of advising tools. In N. Curry, P. Lyon, & J. Mynard (Eds.), Promoting reflection on language learning: Lessons from a university setting (pp. 291–307). Multilingual Matters.
Reinders, H., Phung, L., Ryan, S., & Thomas, N.
(2023) The key to self-regulated learning: A systematic approach to maximising its potential. Oxford University Press.
Teng, L. S. & Zhang, L. J.
(2022) Can self-regulation be transferred to second/foreign language learning and teaching? Current status, controversies, and future directions. Applied Linguistics, 43(3), 623–623.
Thomas, N., Bowen, N. E. J. A., & Rose, H.
(2021) A diachronic analysis of explicit definitions and implicit conceptualizations of language learning strategies. System, 103, 102619.
Thomas, N. & Rose, H.
(2019) Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248–257.
(2014) Education in Madagascar: A Guide on the State of the Educational System, Needed Reforms and Strategies for Improvement. University of Mauritius Research Journal, 20, 208–247.
Victoria University of Wellington Business School
(2018) Rubric for written communication skills. [Unpublished]
Williams, M., Puchta, H., & Mercer, S.
(2021) Psychology in practice: A wealth of practical ideas to put students in the best frame of mind of learning. Helbling Languages.
Zimmerman, B. J.
(2002) Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.
Zimmerman, B. J., & Risemberg, R.
(1997) Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22(1), 73–101.