Autonomy and Children. Students’ and the teacher’s point of view of an English class about autonomy

Table of Contents

Introduction

Chapter 1: Contextual Framework

Continuous Education Program in the School of Languages

Purpose

Requirements

Programmatic Structures

Accreditation and Graduate Profile

Self-Access Centre

Chapter 2: Theoretical Framework

Autonomy

Paternalism

Autonomous learners

Self- Access Centre Ideology

Chapter 3: Methodology

Research methodology: case study

Subjects

Instruments and methods

Procedure

Chapter 4: Analysis of the data collection

Classroom visits

Questionnaire

Teacher’s interview

Chapter 5: Conclusions

Objectives & Key Themes

This research aims to explore the perceptions of students within the Continuous Education Department regarding learner autonomy and investigates the pedagogical strategies employed by teachers to foster autonomous learning skills. The study seeks to understand how students approach independent learning and whether current educational practices effectively facilitate this transition.

• The role of the teacher as a facilitator versus a traditional source of knowledge.
• The impact of Self-Access Centres (SAC) on independent language acquisition.
• Barriers to autonomy, including paternalistic teaching methods and lack of learner motivation.
• The influence of parental support and expectations in the autonomous learning process.

Excerpt from the Book

Summary of Chapters

Chapter 1: Contextual Framework: Provides an overview of the School of Languages at the University of Veracruz, detailing the purpose, programmatic structure, and the function of the Self-Access Centre.

Chapter 2: Theoretical Framework: Explores definitions of autonomy, the risks of paternalism in education, and the defining characteristics of autonomous language learners.

Chapter 3: Methodology: Outlines the qualitative case study approach, describing the selection of student subjects and the instruments used for data collection, including observations and interviews.

Chapter 4: Analysis of the data collection: Evaluates findings from classroom observations, student questionnaires, and teacher interviews to assess the current state of learner autonomy.

Chapter 5: Conclusions: Summarizes the research results, confirming that while many students are in the process of becoming autonomous, external factors and teaching methods significantly influence this development.

Keywords

Autonomy, Language Learning, Paternalism, Self-Access Centre, Learner Development, Case Study, Teacher Role, Student Motivation, Continuous Education, Foreign Language Acquisition, Independent Learning, Educational Reform, Pedagogical Strategies, Qualitative Research, Student Responsibility

Frequently Asked Questions

What is the primary focus of this research?

The work examines the concept of learner autonomy within the Continuous Education Program at the School of Languages, specifically focusing on how students and teachers perceive and practice autonomy.

What are the central themes of the study?

The research explores the balance between guided instruction and independent learning, the role of the Self-Access Centre, and the influence of cultural and paternalistic factors on student behavior.

What is the primary research goal?

The study aims to determine how teachers promote autonomous learning and how students perceive their own ability to manage their learning process independently.

Which research methodology is applied?

A qualitative case study approach is used, involving six students from a Junior I English level group, utilizing classroom observations, questionnaires, and teacher interviews.

What does the main body of the work cover?

It covers the institutional context, theoretical foundations of autonomy, detailed methodology, and an analysis of qualitative data gathered from students and their teacher.

How would you describe the key characteristics of this research?

It is a descriptive, qualitative inquiry that combines pedagogical theory with practical observations to highlight the transition from teacher-centered to student-centered learning.

What specific insight does the teacher provide regarding parental involvement?

The teacher emphasizes that education should be a "triangular" effort involving the parent, the student, and the teacher, noting that parents play a crucial role in encouraging student responsibility and time management.

How do the students utilize the Self-Access Centre according to the findings?

Students use the centre both as a mandatory requirement and voluntarily, finding it a useful space for practicing language skills, clarifying doubts, and exploring interests beyond the standard curriculum.