Week 7

Keep learning and shining

To encourage learner autonomy in language learning, Little (n.d) proposes three pedagogical principles: learner involvement, learner reflection and appropriate target language use. That means the teacher should involve students in good learning activities that allow collaboration among students and are motivating and meaningful to the students. The teacher should promote students in planning, monitoring and evaluating learning by their own, for example, by making them complete a journal entry to assess the past learning and plan for future action. Most importantly, a target language should be a medium of language learning both inside and outside the classroom. In practice, to make students autonomous learners who can take charge of their own learning may consume time and need contribution from both teacher and students. The students need to be guided and supported by the teacher and then they will gradually move toward an independent learning.

Language learning activities that allow students to freely exercise their voice and choice should be included in the classroom. Through an activity such as writing a learning log  or reflection on an online blog, it will also enable the students to develop to autonomous learners bit by bit. Moreover, creating positive attitudes towards English language learning must be concerned and by making language fun, motivating and meaningful, the students will enjoy learning English both in a formal classroom teaching and outside the classroom on their own pace.

To sum up, fostering learner autonomy is an important goal in language learning classroom. We as language teachers should create classroom learning which helps our students become more autonomous as we are not going to nurture and accompany them throughout life.

Regarding the technology-related change I have implemented with my class, I can say that my students did quite well in trying out using Canva's drag and drop tool  to create their first infographic. After watching a brief Canva tutorial presentation (available from Youtube), they learned quickly to use the tool and make use of elements available. However, some of them asked for more time to make the better-looking one. I allowed them to continue their work as homework. In addition, I spared half an hour to prepare them for the next activity "Creating infographic" which requires them to do online search gathering reading texts and presenting what they learn into a comprehensible infographic. To begin with, I divided them into a group of 4-5, then I had them select one "eco-jargon" from the list to study (this is part of a "Beyond Classroom" assignment, Unit 2 Environmental Issues) , afterward I assigned a leader of the group to create a file on Google Docs and share it with the members and me. Using Google Docs allows group members to collaboratively work together gathering reading texts to study and prepare contents to present, and finally we talked about the rubric so that the students can use it as a guide to reach the set criteria. I can't wait to appreciating their infographics.

Keep going and learning. Always have a smile on your face:)

Ta, Thailand