Learning autonomy and getting better at English at the same time (Talk T6) Presenter: Stacey Vye, Saitama University, Japan When learners take control of their own learning, the phenomenon helps increase meaningful engagement in the language while reducing a need for tight reigns of control by the advisor. However, what about the learners’ language improvement? Will there be language proficiency gains along with increased learner autonomy? This one year study in progress is made possible by a grant provided by The Japanese Ministry of Education and Technology (MEXT) that attempts to clarify how 20 students at Saitama University’s English Language Center (ERC) learn and improve in English autonomously with collaborative support from peers and the advisor. Subsequently, the pre and post test scores of the International English Language Testing System (IELTS) will be correlated with an illuminative evaluation revealing data about how, when, and what the students do to learn English. In addition, how they choose to involve their peers and advisor in their study plans will be explained.

1. Learner Autonomy & Getting Better at
English at the Same Time
Advising2011
Kanda University of International Studies
An IATEFL Learner Autonomy SIG & KUIS Event 
November 12th, 2011
Stacey Vye
Saitama University, Japan
<stacey.vye@gmail.com>

2. The Context: English Resource
Center (ERC), Saitama University
Japan
 the ERC is open to the entire student body at Saitama
University from 3pm ~5pm
 the learners are literally encouraged to come and ask
teachers about anything related to English
 originated from a humble existence in 2004 from a borrowed
classroom
-see the Autumn 2010 article in LA-SIG IATEFL’s Independence
for more details 21-24:
Learning that doesn’t label what ‘kind’ of autonomy is
appropriate Stacey Vye with Andy Barfield & Androulla
Athanasiou

10. Socially Situated Autonomy: Clash
rather than Crash in the ERC
 Edith Esch’s work (2009) on the
conceptual distortions between individual
personal autonomy she calls crash and
critical socially situated autonomy that she
labels clash —that is a tension for genuine
dialogues to be discussed.
 In the ERC, the continuum scale leans
towards the clash side; the approach of
peer and teacher interaction is more

11. Measuring the Autonomous Shift &
Language Improvement too!
 made possible by a grant provided by The
Ministry of Education and Technology of
Japan (Grant-in-Aid Scientific Research –
C)
 the measure improvement of in English is
made through autonomous language
learning practices designed by over 20
and maybe all 26 learners themselves for
2 semesters AND…..

12. …AND compares the levels of English by a pre and post tests of
the International English Language Testing System (IELTS)
~before and after the study

13. Measuring the Autonomous Shift &
Language Improvement too!
 The test scores will be correlated with an
illuminative evaluation (Richards, 2001) that
will reveal data about what students do to
study English and measure which autonomous
language studies are beneficial.
 The learners will report the amount of time it
takes to achieve possible English
improvement.

14. Why?
 Had to write a grant! Didn’t think I would get it &
was told I had slim chances of getting it, so I just
wrote what I thought would catch the powers that
be to listen.
 And get money for my students (some think that’s
crazy!)
 Noticed a gap in the field of research I really
enjoy: learner autonomy theorists painstakingly
define the process, capacity, and the theory, but
fewer studies on measuring improvement of the
learners’ language skills.

15. The IELT’s TEAM in Japan
 Supported me by making test announcement
flyers and posters
 Worked with me and the university to have the
test held at our school in a single day
 Recommend working with the English exam
representatives: They are there to make things
easier for you!
 They can give data for the general test
population.

17. Seminars of the Learners Choice in
the Center/Centre (ERC)
All 26 students agreed to meet once a week
during one of these periods (however they can
meet as much as they like)
Tuesday: 4th & 5th periods
Thursday: 1st & 4th periods
Friday: 1st period

18. Know
the Know the
Rules!
Schedul
e!

19. Rules: Don’t use
the Grant Money
Count the for Beer (What
happened before)!
Money!

20. Do all of the
Science, Research,
and Calculations!

21. Write Stuff
Down and Don’t
Forget!

22. If you are not sure
of other rules
please check the
MEXT Homepages
for more
information!

23. Conclusion
 The aim is that the leanrers will
experience a shift from the focus
on the teacher lecturing English
to that where the student
continually connects with a
foreign language on his or her
own accord and gets better at
English at the same time!

24. References
Esch, E. (2009). Crash or clash? Autonomy 10
years on. In R. Pemberton, S. Toogood & A.
Barfield (Eds), Maintaining control: Autonomy
in language learning (113-26). Hong Kong:
Hong Kong University Press.
Richards, J. (2001). Curriculum development in
language teaching. Cambridge:
CambridgeUniversity Press.
Vye, S., Barfield, A. & Anthanasiou, A. (2010).
Learning that doesn’t label what ‘kind’ of

25. Thank you!
 <stacey.vye@gmail.com>