Week 10: Learner Autonomy and Tandem Learning

There are three approaches on learning autonomy in this paper: they are individual-cognitive, social-interactive and experimental-participatory approach. In the individual-cognitive approach, the learners can effect changes to the construct system through careful processes of reflection. In the social-interactive approach, it emphasis on interpersonal interaction and collaboration serves to encourage intrapersonal dialogue. In the experimental-participatory approach, the learners should be encouraged to take control over and responsibility of their learning process.

The second part of this paper discussed about tandem learning in some learner autonomy principles. Tandem learning is a collaborative learning partnership where two learners of complementary L1-L2 combination are brought together. They can learn from each other via different channels like email, the MOO or chat systems etc. Problems may occur as it is difficult to monitor whether the two learners work according to their learning goals. Besides, they work at a distance in separate learning environment and contexts. The communication mode may just work within the written medium. It has little chance for oral practice.

There are two examples mentioned in this paper: Tandem Email and Tandem MOO. Tandem Email provides asynchronous communication while Tandem MOO provides synchronous communication.

I think the MOO is more suitable for primary kids as they can communicate with each other at the same time. It also provides a contextually rich and permanent environment. Nowadays, as students can access Internet easily, they can find their tandem partners by using MSN, ICQ or yahoo messenger. It helps them to communicate with L2 learners, however, it may just involve written and informal communication.