Abstract
Autonomy in language learning is for many language centres in higher education a pedagogical goal. However, although autonomy is a concept that has been associated with language learning for almost 40 years, both the understanding of that concept and its implementation in classroom-settings and in self-access language centres vary considerably. In 2017 and 2018 the Cercles Focus Group on Autonomy worked on a survey that was circulated among Cercles language centres, in order to discover to what extent autonomy is part of the language curriculum. Approximately one fifth of the language centres answered the questionnaire, representing 18 different countries. The results of this survey show that autonomous learning schemes are provided in various centres in the form of self-access language learning modalities, blended learning, learning advising as support for independent and cooperative learning, tutoring and tandem learning. However, the understanding of the notion of autonomy and therefore the pedagogical practices vary considerably. In this article, we illustrate the results of the survey, highlight similarities and differences emerging from it, and critically reflect upon issues addressed by the answers. In addition, we briefly discuss the results of some interviews conducted after the survey with stakeholders at different language centres. Recommendations for the future conclude the paper.
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Articles in the same Issue
- Frontmatter
- Introduction
- Articles
- Evolution of university internationalisation strategies and language policies: challenges and opportunities for language centres
- International teleconferences in EGAP courses: preparing students for prospective professional situations
- Designing language courses for twenty-first century competences: a model of teaching toward learner autonomy implemented in a university context in the Czech Republic
- Autonomy in language centres: myth or reality?
- “We learn from each other”: peer review writing practices in English for Academic Purposes
- Coping strategies in oral academic presentations of international undergraduate students in a Philippine university: a small-case study
- Anxiety in academic speaking situations among EFL majors: a case study
- Positive evaluation in the language of human resources: textbooks versus reality
- Promoting positive emotions among university EFL learners
- The motivations and identity aspirations of university students of German: a case study in Australia
- Towards bilingual expertise – evaluating translanguaging pedagogy in bilingual degrees at the university level
- Testing ImmerseMe with Chinese students: acquisition of foreign language forms and vocabulary in Spanish
- Activity Reports
- English for university admin staff: it’s all in the mix
- Developing interpersonal and intercultural skills in a university language course
- Introducing integrated language skills assessment at the language department of a Czech university
Articles in the same Issue
- Frontmatter
- Introduction
- Articles
- Evolution of university internationalisation strategies and language policies: challenges and opportunities for language centres
- International teleconferences in EGAP courses: preparing students for prospective professional situations
- Designing language courses for twenty-first century competences: a model of teaching toward learner autonomy implemented in a university context in the Czech Republic
- Autonomy in language centres: myth or reality?
- “We learn from each other”: peer review writing practices in English for Academic Purposes
- Coping strategies in oral academic presentations of international undergraduate students in a Philippine university: a small-case study
- Anxiety in academic speaking situations among EFL majors: a case study
- Positive evaluation in the language of human resources: textbooks versus reality
- Promoting positive emotions among university EFL learners
- The motivations and identity aspirations of university students of German: a case study in Australia
- Towards bilingual expertise – evaluating translanguaging pedagogy in bilingual degrees at the university level
- Testing ImmerseMe with Chinese students: acquisition of foreign language forms and vocabulary in Spanish
- Activity Reports
- English for university admin staff: it’s all in the mix
- Developing interpersonal and intercultural skills in a university language course
- Introducing integrated language skills assessment at the language department of a Czech university