Learner Autonomy and Tandem Learning

(Reflection on reading week 10)

Three different approaches to learner autonomy were mentioned in the paper: The first one is individual-cognitive perspective emphasizes that learners constantly try to improve their existing construct system and it has often been related to language and linguistic awareness. The second is the social-interactive perspective is based on Vygotsky’s idea of ‘zone of proximal development’ emphasis on interpersonal interaction and collaboration serves to encourage intrapersonal dialogue. The third one is experimental-participatory perspective. In learner autonomy, many theorists emphasize that learners should be encouraged to take control over and responsibility of their learning process. All three approaches share a concern for reflection. Through reflective processes, the learner should become more aware of language.
Some examples of tandem learning were also given and examined. The writer suggests that a motivating and authentic learning environment is important for learners to become more autonomous and reflective, social-interactive, and experimental-participatory learner behaviour needs to be fostered by an appropriate manipulation of the learning environment.