Speaker
Description
This session explores how blogs and portfolios can build learner autonomy in university language courses. Drawing on a needs analysis showing first-year Japanese students often lack a sense of progress and independent engagement, the talk demonstrates practical homework-based tasks—goal-setting, recorded speaking, guided reflection, and CEFR-based self- and peer-assessment—that teachers can implement with existing or freely available technology. Attendees will leave with concrete strategies for fostering independent learning and reducing teacher dependence.
Abstract section 5: References
Benson, P. (2011). Teaching and researching autonomy (2nd ed.). Routledge.
Humphreys, G., & Wyatt, M. (2014). Helping Vietnamese university learners to become more autonomous. ELT Journal, 68(1), 52–63. https://doi.org/10.1093/elt/cct056
Thanasoulas, D. (2000). What is learner autonomy and how can it be fostered? The Internet TESL Journal, 6(11). http://iteslj.org/Articles/Thanasoulas-Autonomy.html
Abstract section 4: Outcomes/results
Participants will gain insight into practical ways to implement blogs and portfolios to promote autonomy in university language courses; common learner responses to self-assessment and peer-based tasks; and how to design adjustments that strengthen learners’ sense of progress and capacity for independent learning.
Abstract section 1: Relevance
Learner autonomy, the capacity to take control of one’s own learning (Benson, 2011), is widely recognised as central to effective language learning and to developing awareness of personal progress (Thanasoulas, 2000). Humphreys and Wyatt (2014) argue that learners in Confucian-heritage educational contexts often expect strong teacher guidance, indicating a need for structured support to develop autonomy. A needs analysis of B1–B2 first-year Japanese university students revealed two key concerns: a limited sense of progress, and insufficient engagement in independent learning. Supporting learners in recognising progress and taking greater responsibility for their development is therefore an underexplored pedagogical opportunity.
Abstract section 3: Content/method
I will demonstrate how classroom teachers can create homework-based activities using existing or adapted materials and freely available technology. The emphasis will be on tasks that can be completed by learners at any level, but which engage learners’ interest and raise awareness of their current level and potential for short-term improvement. These tasks are designed to foster learner autonomy through structured CEFR-based self-assessment and peer-supported learning, including personal goal-setting, recorded speaking tasks, and guided reflection.
Abstract section 2: Contribution/research questions
To explain the concept of student-led portfolio and blog use, and demonstrate how classroom teachers can implement and monitor these practices to increase learner autonomy and reduce teacher dependence
| Title | Developing Learner Autonomy through Blogs and Portfolios |
|---|---|
| Teaching Context | College and university education |