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FOSTERING LEARNER AUTONOMY IN ENGLISH FOR SCIENCE: COLLABORATIVE DIGITAL…
FOSTERING LEARNER AUTONOMY IN ENGLISH FOR SCIENCE: COLLABORATIVE DIGITAL VIDEO PROJECT IN A
TECHNOLOGICAL LEARNING ENVIRONMENT
Project-based learning and a “pedagogy for multiliteracies” are implemented to foster learner autonomy in the course.
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Learner autonomy 
the ability to take control over one’s learning
(Holec, 1988)
a “capacity for detachment, critical reflection, decision-making, and independent action” (Little, 1991, p. 4)
A syllabus which promotes learner autonomy is based on student-centered approach (Gardner & Miller, 1999).
A constructionist approach - to learn in a social context, to develop ability to create new knowledge, to employ creativity and critical thinking and solve new problems;
Experience is a central notion to constructionist theory as
“knowledge can and can only be generated from experience” (von Glasersfeld, 2000, p. 4)
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New technology and literacy practices
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Digital stories combine traditional storytelling and narration with images, video, and audio
“deep language acquisition and meaningful
practice” is embedded in the digital storytelling process.(Rance-Roney, 2008)
Study
Questions :question:
Does the technological learning environment promote autonomous language learning? If so, how?
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Findings and Conclsion
motivation, authenticity, independent learning, teamwork, peer-teaching, and reflection on learning
The findings of the study show how it is possible to draw upon students’ literacy practices in
unstructured, informal learning contexts in order to design a technologicallearning environment capable
of fostering learner autonomy in a structured setting.
The Course description
This paper reports on the syllabus design and implementation of an English for Science
and Technology (EST) course at an English-medium university in Hong Kong.